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ŤA dyslectik person, with good or at least an average intelligence, conceives differently his environment, his attention decreases when he has to deal with symbols, as letters and numbers, just because he conceives them with different way, in comparison with somebody not dyslectic, via his differentiating senses. Thus resulting to difficulties in learning how to read, writing and ability to calculate."

Dr. Astrid Kopp Duller 1995 (President of EODL)

It is calculated that roughly the 10% of the total population of earth has direct entanglement in the problem of dyslexia, as themselves having the problem. It has to be said in advance, that the dyslexia is not either an illness or an infirmity. It is the differentiated perception of an individual. In simple words, a dyslectic person feels, sees and hears differently from a non-dyslectic. The reasons of dyslexia are primarily hereditary. According to the results of newer researches it results, that in between two chromosomes, the 15 and the 6, this information is transmitted in the next generations. In the case where the child begins to face immediately his dyslexia, that is as soon as he will be included in the school, and there are not negative experiences, as constant disappointments and intensities, then he might be able to learn reading, writing and develop his ability to calculate, even if in slower rythms from his own age friends.

Basic condition constitutes of course in diagnosing the existing dyslexia and to be treated with the help of a specialized person in this field. In this case we are talking about primary dyslexia. In the case, however where the primary dyslexia is strengthened, via factors that concern the individual himself, or via incidents, that take place not only at school but also in the familial environment of child, we are talking about the secondary dyslexia.


Contrary to the dyslexia, the lerning difficulties are acquired, because of some incidents that can make their appearance in the child's life. We must search for the reasons in the same sectors that contribute in the creation of the secondary dyslexia. The difference between them lies in the fact that children with lerning difficulties does not occur either not so much decreased attention concerning the symbols (letters, numbers, symbols) as in dyslectic children, neither differentiated senses. Nevertheless the symptomatology is the same.

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