Children Silently Suffering from Dyslexia: A Poorly Known and Often Slow Diagnosis and Confused with ADD
Dyslexia is still widely unknown and largely misunderstood by a sizeable number of professionals struggling to overcome a very challenging hurdle, teaching children how to read. This article proposes a revision of recent scientific documentation regarding dyslexia. The objective is to specifically target professionals within the domains of health and education regarding the theoretical models relating to dyslexia and cognitive deficits with the aim of detecting deficits and creating a more specialized intervention. Because inattentive and distracted behaviours can be associated with dyslexia, it is often confused with an ADHD diagnosis. This article also hopes to separate and decide between the characteristics of each disability eradicating misdiagnosis. In conclusion, the authors underline the importance of early detection in dyslexia to offer the earliest interventions that could aid children in their scholastic development and achievements.