International Journal of Management Research and Social Science (IJMRSS) ISSN 2394-6407(Print) Volume 6, Issue 4, October – December 2019 ISSN 2394-6415(Online) 17 DOI: 10.30726/ijmrss/v6.i4.2019.64001 Analysing underlying Cognitive Process in Reading and Spelling among Dyslexic Students Lajwanti Motilal Jethwani #1 , Dr. R. Subhashini *2 1 Ph. D. Scholar, Department of Psychology, Bharathiar University, Tamil Nadu, India 2 Dean SF, Former HOD and Associate Professor, Department of Counselling Psychology, Madras School of Social Works, Chennai, India Abstract — The idea of individual’s study is one of the major considerations of the modern theories in education. The aim of this study is to analyse underlying cognitive process in reading and spelling among dyslexic students, over a sample of 60 children belong to private and government schools in Chennai. Schonell spelling test and Schonell reading test were administered to measure the reading and spelling age. F-test is used to analyse the data and the result indicate that there is significant difference in actual age between reading and spelling age. Keywords — Dyslexic; Spelling; Cognitive; Reading 1. Introduction Education is the knowledge, skill, and understanding that individual attain through an educational system for individual’s success in almost all spheres of life. The purpose of education is to mould an individual to function effectively as a social being and a useful citizen. It helps to develop that potential to the fullest, enabling him/her to achieve human excellence (Philip, Susan &Anu, 2002). In today’s competitive world, education is a necessity for a person next to food, clothing, and shelter. It is only through education that desired change in the society and upliftment of the poor can take place, without education a person is incomplete. Development and progress of the society depends on the educated people and problems in education could hamper the advancement of the society. Hence, Government should seriously address all the issues that hinder the educational aspects of the country with all sorts of financial and non-financial support. In a nutshell, education is just not the backbone of an individual but of the country and society. 2. Types and Degrees of Specific Learning disorder Specific learning disorder can affect one or more of the following academic domains: reading (coding 315.00), as in the case of dyslexia, written expression (coding 315.2), and/or mathematics (coding 315.1), as in case of dyscalculia (American Psychiatric Association, 2013). In addition, the disorder is classified by severity. The disorder is considered to be “mild” if a student has some learning complexities, but is able to function well with minimal appropriate support services. If a student ’s learning difficulties need multiple stages of intense, specialized training in order to get proficiency in academic skills. If learning difficulties are so marked, the student is not capable to obtain the essential academic skills without continuous, intensive, specialized training. 3. Specific Reading Disorder The main trait of this disorder is a precise, significant and impairment in the growth of reading skills, which is not exclusively accounted for by mental age, visual insight problems, or poor schooling. Reading comprehension ability, reading word recognition, verbal reading ability, and performance of errands requiring reading may all be affected. Spelling difficulties are often connected with specific reading chaos and often stay into adolescence even after some development in reading has been made. Children with specific reading disorder frequently have a history of specific developmental disorders of speech and language, and comprehensive assessment of current language functioning often reveals subtle contemporaneous difficulties. The condition is found in all known languages, but there is uncertainty as to whether or not its frequency is affected by the nature of the language and of the written script. (Shaywitz SE, Shaywitz BA, 2003) 4. Diagnostic Guidelines The child's presentation should be considerably below the point expected on the basis of age, general aptitude, and school placement. Performance is best assessed by means of an individually administered, standardized test of reading accuracy and comprehension. The precise nature of the reading difficulty depends on the predictable level of reading, and on the language and script. However, in the beginning stages of learning an alphabetic script, there may be complexity in narrating the alphabet, in giving the right names of letters, in giving easy rhymes for words, and in analysing sounds.