Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate or fluent word recognition, by poor spelling and decoding abilities, difficulty reading words in isolation and difficulty with oral reading (slow, inaccurate, or labored). These difficulties typically result from a deficit in the phonological component of language that is often unexpected with other cognitive abilities and the provision of effective classroom instruction. The phonological deficit hypothesis is the dominant explanatory theory of developmental dyslexia. Despite this, impaired phonological processing alone cannot explain all clinical symptoms of dyslexia. Many students with dyslexia have multiple deficits other than phonological deficits. Of these accused deficits are visual perceptual processing deficits, auditory processing deficits, multisensory spatial attention deficits as well as cerebellar dysfunction. The current mandatory criterion for the diagnosis of dyslexia, below-average achievement, implies waiting to failure. This approach for diagnosis (must fail approach) would delay intervention for rehabilitation.

Furthermore, the cut-off scores would result in over or under inclusion of cases and appear to be the least reliable and valid approach to diagnosis. Both methods lack a deeper understanding of the underlying reading difficulty, their neurobiological basis, and hence represent barriers against scientifically-based interventions. However, improved understanding of the neurobiological basis of dyslexia will facilitate evidence-based effective intervention.

This study will be carried out along seven stages; 1- Identification of students with reading disability using Arabic Reading Achievement test (RAT); 2- Construction of a computerized Arabic Cognitive Abilities diagnostic battery for Reading (CADB-R); 3- Standardization of the constructed battery; 4- Detailed study of the cognitive profile; 5- Construction of a Computerized Cognitive abilities training battery for reading (CATB-R); 6- Application of the training battery; 7- Reassessment.

Inclusion Criteria:

• 2nd-grade primary school students
• Poor scholastic achievement: less than mean - SD score on Arabic reading achievement test
• Normal neurological, basic audiological, and ophthalmological examination
• Both sexes included

Exclusion Criteria:

• Student refused to participate
• Abnormal neurological, audiological or ophthalmological examination