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reading ability for their age and intellectual development. Dyslexia also invol-
glasbenopedagoški zbornik ◆ letnik/volume 20 ◆ številka/number 41
ves deficits in visual processing, phonological coding, and language compre-
hension, as well as difficulties in perception and fast processing of information.
The British Dyslexia Association (n.d., p. 4) defines it as a difficulty that impa-
cts reading, spelling accuracy and fluency, often linked to challenges in phono-
logical awareness, verbal memory, and processing speed. It affects individuals
across the intellectual spectrum and exists on a continuum without clear bou-
ndaries. Dyslexia can also involve co-occurring difficulties in areas such as mo-
tor coordination, language, concentration, and organization, although these
alone are not indicators for the condition. The severity of dyslexia is best asses-
sed by examining the individual’s response to targeted intervention, with some
individuals also experiencing visual and auditory processing challenges (Briti-
sh Dyslexia Association, n.d., p. 4).

The Causes of Dyslexia

Despite extensive research on the origins and causes of dyslexia, scientists con-
tinue to debate its potential causes. Some explanations focus on biological fa-
ctors, while others support cognitive, genetic-neurobiological, and behaviou-
ral approaches. According to Golubović (2011), the causes of dyslexia can have
three perspectives: cognitive, genetic-neurobiological, and behavioural. Howe-
ver, depending on the researcher, there are different perspectives on the cau-
se of this condition. Golubović (2011) identifies three groups of theories regar-
ding the cause of dyslexia. The first group includes visual-spatial deficits, which
make it difficult to learn, analyse, and remember visual material (words and
numbers). These deficits hinder the simultaneous audiovisual analysis required
for reading and writing. The second group of theories involves limited auditory
memory, where students with reading difficulties struggle with tasks that requ-
ire phonological processing. The third group defines reading difficulties as the
result of general or specific language deficits, such as a limited vocabulary or
difficulty grouping sounds into words and then into sentences. These theories
suggest that reading and writing difficulties are affected by organic, psycholo-
gical, and social factors, as well as by slower cognitive development in students.
Lyon et al. (2003) argue that, while these students can achieve success in
reading and writing and attain high academic performance, they often expend
significantly more effort than their peers to complete tasks both inside and
outside of the school context. The authors also emphasize that difficulties in re-
ading or writing may negatively impact students’ motivation and have broader
consequences for their cognitive, emotional, and social development.

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