Open AccessTechnological Implication and Pedagogical Effects of Reading Difficulties on the Linguistic Achievements of the Moroccan Child for Some Primary Schools
Author(s) -
Siham Zain,
Jabran Daaif,
Soufiane Zerraf,
Saïd Belaaouad,
Abderrahim Khyati
Publication year - 2019
Publication title -
international journal of innovative technology and exploring engineering
Language(s) - English
Resource type - Journals
ISSN - 2278-3075
DOI - 10.35940/ijitee.k2404.0981119
Subject(s) - dyslexia , reading (process) , german , psychology , china , scale (ratio) , developmental psychology , mathematics education , demography , linguistics , geography , sociology , philosophy , cartography , archaeology
According to Western countries, dyslexia suffer from a high proportion of 3% to 6% of school-aged children, and the prevalence rate is higher among boys than girls, which is an indication of an increase among men with dyslexia. The percentage of people with dyslexia varies from one language to another, the percentage being higher in China because of the difficulties of the Chinese language and the reliance on images and symbolic forms. Through a methodology based on new technologies in a pedagogical framework, and we were able to study various statistics, and it seems it is weaker in Japan where language is easier and more compared to dyslexia between England and Germany. Among children of the same age, gender, and level of education (grade 2), the percentage in England ranged from 40% to 60%, compared to 17% in Germany, and decreased progressively with the school scale, reaching 8% because of the ease of German compared to English. For Arab societies, there are currently no statistics available in Arab countries show the number of people with dyslexia among children or adults.