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The disability before it was termed developmental dyslexia it was initially called congenital word blindness. people who possess normal intellectual capacities but also have difficulty with learning to read, spell and write is said the have dyslexia. People with dyslexia also suffer from problems unrelated to reading such as sensory problems and processing large amounts of information in the auditory and visual fields. There are several theories regarding the cause of dyslexia. In this paper, we will discuss some of the theories surrounding dyslexia.BackgroundElian De Kleine, Willem B. Verwey of the University of Twente, Enschede, The Netherlands conducted a study titled Motor Learning and Chunking in Dyslexia published in the Journal of Motor Behavior, 2009, Vol. 41, No. 4, 331–337 Copyright © 2009 Heldref Publications.The authors of this study investigated whether participants with dyslexia had problems with accomplishing isolated inputting sequences and with switching between chunks in those sequences. First, we must identify what is dyslexia. The Mayo Clinic defines Dyslexia as a learning disorder characterized by difficulty reading, this is due to problems identifying speech sounds and learning how they relate to letters and words.ContentThis article discusses varied theories regarding the cause of dyslexia. The phonological processing theory, the temporal processing theory, the cerebellar deficit hypothesis and the sluggish attentional shifting hypothesis.The phonological processing theory states that dyslexia is caused by a deficit at the level of a phoneme or word representation when learning to read. The temporal processing theory suggests that dyslexia persons have some fundamental discrepancies in the processing of rapidly changing stimuli or rapidly successive stimuli. The cerebellar deficit hypothesis attributes timing problems in the cerebellum, as this is thought to be responsible for the ability to make acquisitions and associations between stimuli and response. The sluggish attentional shifting hypothesis suggests difficulty in disengagement of attention, once the attention has been engaged. In this study, a series test has been used to determine the effect these theories have of dyslexia participants in relation to chunking information and motor learning ability.Serial response time task, as well as discrete sequence production task tests, were conducted in groups with and without dyslexia.The discrete sequence production test involved 2 sequences, the difference in the two was that one contained the same chunks repeated and the other had a shift in two different chunks.Multivariance analysis of variance was used to analyse the results of dyslexia tests, major differences were reported between both groups, participants with dyslexia scored significantly worse than participant from the controlled group who did not have dyslexia. On tests involving verbal working memory, no significant difference was reported. In the discrete sequence production task results showed that participants with dyslexia were slower than controlled groups without dyslexia in executing sequence that were more complex, but for simpler sequence production there was little difference in results.ConclusionEarlier we identified the authors desire to determine motor learning and chunking abilities in dyslexia, in relation to problems with the execution of learned movement sequences, especially when shifting between chunks of information in a sequence. As the results outlined in discrete sequence production test, using the same sequence over a longer period provided a suitable avenue for participants with dyslexia to achieve the task, whereas providing many varied chunks of information in a short period of time cause confusion in participants with dyslexia, making the task difficult to comprehend and execute. The study also pointed out that there was no evidence to prove that participants with dyslexia had difficulty in shifting from one chunk to another as the sluggish attentional shifting hypothesis suggested