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VOL. 2, ISSUE 1 (2026)
Visual and auditory processing deficits in developmental Dyslexia: A CHC-theoretical perspective
Authors
Kok Hwee Chia
Abstract
Dyslexia is a specific learning disability of neurobiological origin,
characterized by persistent difficulties in accurate and fluent word
recognition, spelling, and decoding. This paper explores the cognitive
foundations of dyslexia through the Cattell-Horn-Carroll (CHC) theory of
cognitive abilities, focusing on Visual Processing (Gv) and Auditory Processing
(Ga). Weaknesses in Gv, e.g., deficits in visualization, spatial scanning,
visual memory, and closure speed, are linked to letter reversals, poor orthographic
mapping, and slow word recognition. These difficulties may stem from
disruptions in the visual neural system (VNS), including the magnocellular,
parvocellular, and koniocellular pathways. In particular, magnocellular
dysfunction affects motion detection and visual timing, impeding fluent
reading. Similarly, weaknesses in Ga, including phonetic coding, sound
discrimination, and auditory memory, contribute to phonological deficits,
decoding issues, and spelling challenges. Together, these impairments hinder
the integration of orthographic and phonological systems, essential for reading
fluency. Beyond cognitive factors, the paper considers the emotional impact of
dyslexia, noting how repeated academic struggles can lead to anxiety, low
self-esteem, and depression. Applying CHC theory enables more targeted,
strengths-based interventions that support both academic growth and mental
wellness. This integrative approach underscores the value of CHC theory in
fostering cognitive insight and holistic support for students with dyslexia.
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Pages:1-10
How to cite this article:
Kok Hwee Chia "Visual and auditory processing deficits in developmental Dyslexia: A CHC-theoretical perspective". World Journal of Advanced Research
, Vol 2, Issue 1, 2026, Pages 1-10
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