Date of Award

2025

Document Type

Dissertation

Degree Name

Education (Ph.D)

Department

Education Specialties

First Advisor

Richard Brown

Second Advisor

Michael Sampson

Abstract

Dyslexia is a popular condition that is associated with impaired reading abilities. Different sources state that it can be observed in around 3-10% of the population. Low reading fluency and reading comprehension, which are often exhibited by dyslexics, can dramatically influence the learning process and reduce academic achievement. In spite of the growing number of studies on dyslexia, the nature and causes of this condition remain poorly understood. In particular, studies offer contradictory findings on the link between dyslexia and auditory and visual processing disorders. The main purpose of this study was to investigate the role of auditory and visual processing in developmental dyslexia. The specific research objectives of this study were to analyze the role of visual processing deficits in dyslexia, to examine the role of auditory processing deficits in this condition, and to compare the significance of auditory and visual processing deficits in dyslexia. The researcher conducted a study based on archival data, which involved the results of various tests conducted by students identified previously as dyslexic. The students were in the 7th and 8th grades (n=40). These tests sought to measure the participants’ visual processing, auditory processing, short-term memory, visual motor integration, and cognitive processing speed. The researcher conducted the correlation analysis and ANOVA tests to examine the link between these constructs. Furthermore, the study also considered the results of intelligence tests and the data on mental health conditions to account for possible moderating variables. The findings of the research show that auditory processing plays a major role in reading fluency but not in reading comprehension. At the same time, visual processing is reportedly correlated with both reading fluency and reading comprehension. In addition to visual processing, reading comprehension is also linked to most other variables examined in this study. The statistical tests conducted by the researcher indicate the critical dependence of reading fluency on auditory processing, which apparently can be explained by the fact that auditory processing deficits damage decoding and word recognition abilities. The dissertation’s findings provide valuable information about the nature and drivers of dyslexia. They point to the importance of embracing the risk factor model to explain the development of dyslexia and predict the risk of developing this condition. They also illustrate that there is no single factor that could fully explain the occurrence and severity of dyslexia. In general, the results of the current study can be valuable for both practitioners and scientists. In addition to providing valuable recommendations for assessing dyslexia on the basis of multiple tests in line with the risk factor model, it also advances an understanding of the complex nature of dyslexia and offers a set of promising areas for further research.

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