A cognitive-linguistic approach to developmental dyslexia in a child

Abstract

Researchers agree that reading is the most important skill a child learns in school. It is a key language skill for other skills. It also has a major role in learning, so do not learn without reading. This is because all school subjects are learned through reading, as it is the learner’s means of acquiring knowledge and his tool in learning. Even if these researchers do not agree on what reading is, they agree that it is a complex process, its tool is the recognition of written words and its purpose is to reach understanding of the reader. While the child acquires the oral language spontaneously, his understanding and production of the written language is only through the organized learning provided by the educational system. Through which the child realizes the truth of expressing himself through printed letters, as is the case in school books. The importance of reading has increased and the need for it has increased with the increase in cognitive and technological development and the tremendous progress that has taken place in human life as a result of the communications and information revolution. So, we have come to consider the illiterate who does not know how to use modern communication technologies such as the computer and the Internet, let alone the one who does not know how to read and write. Researchers from various disciplines have tried to define the reading process, but each one of them defined it according to his specialization and theoretical premises, so we find educational and neuropsychological definitions, as well as definitions provided by specialists in psycholinguistics. In this article, we will present the most important ideas, opinions, and theories that dealt with reading in the Arabic language, with its mechanisms, conditions for its acquisition, and the capabilities that interfere during its acquisition, in a cognitive and linguistic approach.