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THEORETICAL ASPECTS OF PREDISPOSITION TO DYSLEXIA IN OLDER PRESCHOOL CHILDREN

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dc.contributor.authorMaksudova Aziza Alisherovna
dc.contributor.authorMorkhova Inessa Vyacheslavovna
dc.date.accessioned2025-12-29T09:31:26Z
dc.date.issued2024-11-29
dc.description.abstractThis article explores the theoretical aspects of predisposition to dyslexia in older preschool children. It defines dyslexia as a neurological condition related to difficulties in reading and writing. The article examines the factors influencing the development of dyslexia in preschool-aged children, including genetic, cognitive, and environmental factors. It also discusses the early signs of dyslexia that can be observed during the preschool years and emphasizes the importance of early detection and intervention.
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dc.identifier.urihttps://americanjournal.org/index.php/ajper/article/view/2506
dc.identifier.urihttps://asianeducationindex.com/handle/123456789/15938
dc.language.isoeng
dc.publisherAmerican Journals
dc.relationhttps://americanjournal.org/index.php/ajper/article/view/2506/2347
dc.rightshttps://creativecommons.org/licenses/by-nc/4.0
dc.sourceAmerican Journal of Pedagogical and Educational Research; Vol. 30 (2024); 104-106
dc.source2832-9791
dc.subjectDyslexia, preschool children, predisposition, early detection, cognitive factors, genetic factors, environmental factors, educational development.
dc.titleTHEORETICAL ASPECTS OF PREDISPOSITION TO DYSLEXIA IN OLDER PRESCHOOL CHILDREN
dc.typeinfo:eu-repo/semantics/article
dc.typeinfo:eu-repo/semantics/publishedVersion
dc.typePeer-reviewed Article

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