INTELLECTUAL DEVELOPMENT IN EGYPTIAN CHILDREN WITH DYSLEXIA.

Background: Dyslexia is characterized by trouble with reading. Problems may include difficulties in spelling words, reading quickly, writing words, "sounding out" words in the head, pronouncing words when reading aloud and understanding what one reads. Often these difficulties are first noticed at school. Different children ar e affected to varying degrees. The difficulties are involuntary and people with this disorder have a normal desire to learn. Dyslexia is believed to be caused by both genetic and environmental factors. Some cases run in families. It often occurs in people with attention deficit hyperactivity disorder (ADHD)and is associated with similar numbers. The underlying mechanisms of dyslexia are problems within the brain's language processing. Dyslexia is diagnosed through a series of tests of memory, spelling, vision, and reading skills. Dyslexia is a language disability, so it affects the ability to learn to read, write, and spell by conventional methods, it affects the ability to communicate in more subtle ways. Dyslexics have processing, perceptual, and Attention /concentration problems. Aim of the work:The aim of this work is to assess the effect of dyslexia on different I.Q parameters as memory, attention, language, concentration, visual, and auditory etc. among representative sample of school-aged children and adolescents. Patients and methods: This study was conducted on 90 Egyptian children (60 of them suffering from dyslexia in addition to 30 apparently health children of matched age, sex, and nutritional status as control group) , from the outpatient clinic, Al-azhar University Hospital and sidigalal health insurance clinic at Assiut city Egypt . Study started from January 2015 to September 2015. All groups will be subjected to: complete history taking, complete physical examination, and assessmentof reading disability: By using the Arabic validated translated version ofschonell test (Schonell; 1950) and Dyslexia scale for children and adolescents (DSCA), Socioeconomic scale (Abdel-Tawab; 2010) and finally The Stanford Binet Intelligence Scale, fourth edition (SB4) Results: there was statistically high significant difference in frequency of low and moderate SES classes among dyslexics and controls, also There was Statistically high significant difference among patients with dyslexia and control as about 93.4% of dyslexics were poor readers with higher frequency among males than females . However, it was found that no sex difference among patients with good reading skills Also there was a statistically high significant difference for IQ parameters and total IQ, while it showed a statistically significant difference for verbal relations test and Bead Memory test and statistically no significance for the remaining IQ parameters. Conclusion: There a strong interrelationship between cognition, dyslexia and school performance and presence of also low average IQ levels in control despite good school achievement.