The Initial Blueprint of Errors Similar to the Phenomenon of Deep Dyslexia: As Reflected By Children With Dyslexia During Reading Hindi Words

Abstract

This paper reports on the classification of Hindi (language) words with respect to deep dyslexia phenomena as found during a linguistic investigation of specific errors as shown by children with dyslexia (CWD) during reading. The analysis is based on the data collected throughout an academic year from a total of forty-six children identified as dyslexic, having Hindi as a mother tongue or first language, and studying in class second to fifth. The findings are organised under four themes; first is similar meaning and the same language, second is similar meaning but different language, third is different orthography and different meaning but share a relationship, and fourth is different words but have some resemblance in orthography but differ in „matraa‟. One another possibility was also considered as fifth theme i.e. incoherent, but no details came under this out of the data collected. It was found that despite differences in the linguistic contexts of English and Hindi, deep dyslexia crosses language boundaries. The derived considerations are discussed which will perhaps work as a foundation, provide some reflections for further research, and hope to convey comprehension to some extent of how deep dyslexia reflects in words of Hindi language.