Dyslexia is a common learning difficulty that can cause problems with reading, writing and spelling.

It’s a “specific learning difficulty”, which means it causes problems with certain abilities used for learning, such as reading and writing. Unlike a learning disability, intelligence isn’t affected.

It’s estimated that up to 1 in every 10 to 20 people in the UK has some degree of dyslexia.

Dyslexia is lifelong problem that can present challenges on a daily basis, but support is available to improve reading and writing skills and help those with the problem be successful at school and work.

What are the signs of dyslexia?
Signs of dyslexia usually become apparent when a child starts school and begins to focus more on learning how to read and write.

A person with dyslexia may:

read and write very slowly
confuse the order of letters in words
put letters the wrong way round – such as writing “b” instead of “d”
have poor or inconsistent spelling
understand information when told verbally, but have difficulty with information that’s written down
find it hard to carry out a sequence of directions
struggle with planning and organisation
However, people with dyslexia often have good skills in other areas, such as creative thinking and problem solving.

This text is from the NHS


Here is paper we have done about Dyslexia:

Steffert-2011-Rhythms of Dyslexia

Here are some references papers on neurofeedback for dyslexia:

Breteler, M. H., Arns, M., Peters, S., Giepmans, I., & Verhoeven, L. (2010). Improvements in spelling after QEEG-based neurofeedback in dyslexia: A randomized controlled treatment study. Applied psychophysiology and biofeedback, 35(1), 5-11.Breteler-2010
Walker, J. E., & Norman, C. A. (2006). The neurophysiology of dyslexia: A selective review with implications for neurofeedback remediation and results of treatment in twelve consecutive patients. Journal of Neurotherapy, 10(1), 45-55. Walker-2010
Nazari, M. A., Mosanezhad, E., Hashemi, T., & Jahan, A. (2012). The effectiveness of neurofeedback training on EEG coherence and neuropsychological functions in children with reading disability. Clinical EEG and neuroscience, 43(4), 315-322. Nazari-2012
Shanshan, L. I., & Zichao, C. H. E. N. (2017). Effects of Neurofeedback Training on Dyslexic Students’ Aggression: An Experimental Study. NeuroQuantology, 15(2). Shanshan-2017
Walker, J. E. (2010). Recent advances in quantitative EEG as an aid to diagnosis and as a guide to neurofeedback training for cortical hypofunctions, hyperfunctions, disconnections, and hyperconnections: Improving efficacy in complicated neurological and psychological disorders. Applied psychophysiology and biofeedback, 35(1), 25. Walker-2010
Au, A., Ho, G. S., Choi, E. W., Leung, P., Waye, M. M., Kang, K., & Au, K. Y. (2014). Does it help to train attention in dyslexic children: pilot case studies with a ten-session neurofeedback program. International Journal on Disability and Human Development, 13(1), 45-54. Au-2014
Marzbani, H., Marateb, H. R., & Mansourian, M. (2016). Neurofeedback: a comprehensive review on system design, methodology and clinical applications. Basic and clinical neuroscience, 7(2), 143. Marzbani-2016
Coben, R., Wright, E. K., Decker, S. L., & Morgan, T. (2015). The impact of coherence neurofeedback on reading delays in learning disabled children: A randomized controlled study. NeuroRegulation, 2(4), 168. Coben-2015
Sadeghi, N., & Nazari, M. A. (2015). Effect of neurofeedback on visual-spatial attention in male children with reading disabilities: an event-related potential study. Neuroscience and Medicine, 6(02), 71. Sadeghi-2015
Strehl, U. (2009). Slow cortical potentials neurofeedback. Journal of Neurotherapy, 13(2), 117-126. Strehl-2009
Niv, S. (2013). Clinical efficacy and potential mechanisms of neurofeedback. Personality and Individual Differences, 54(6), 676-686. Niv-2013
Khanjani, Z., Mahdavian, H., Ahmadi, P., Hashemi, T., & Fathollahpour, L. (2013). Comparison between the Effect of Neurofeedback and Fernald’s Multisensory Approachon TreatingChildren with Dyslexia.