en Assessing the Status of Phonemic and Auditory Symptoms, and Examining the Effects of Dyslexic Phonemic R3 Approach on Reading Development of Indian Children with Dyslexia تخصصي Special پژوهشي Research <span style="font-size:11pt"><span style="line-height:normal"><span calibri="" style="font-family:"><span lang="EN-IN" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">Dyslexia is a neuro-sensory issue that makes reading challenging. However, Dyslexic Phonemic R₃ is a novel approach that improved the phonological development and resolved the reading challenges of dyslexia. The primary goal of the study was 1) to evaluate the current state of the phonemic and auditory symptoms of children with dyslexia and 2) To study the effects of the Dyslexic Phonemic R₃ Approach on the reading development of children with dyslexia. The Dyslexic Phonemic R₃Approach was the only experimental group in the case study, which examined the prevalence of dyslexia among the participants. There was no control group. 45 students with dyslexia were the participants chosen from thirty schools in the Indian town of Silchar. These adolescents were chosen from a population of 12&ndash;13-year-olds with auditory and phonemic deficiencies after getting the consents of their parents. The Dyslexic Phonemic R₃ Approach significantly improved the reading, and spelling habit of student with dyslexia. The dyslexic phonemic R₃ approach was developed in Assam University, Silchar, India by Dr. Ananta Kumar Jena. Vowels in this context are phonemic patterns that are primarily divided into two types: long and short vowels, and syllables (closed and open). In many situations, short vowels are most frequently utilised. The Dyslexia-Phonemic R₃technique uses these three procedures to diagnose dyslexia.</span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span calibri="" style="font-family:"><span lang="EN-IN" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">Dyslexia is a neuro-sensory issue that makes reading challenging. However, Dyslexic Phonemic R₃ is a novel approach that improved the phonological development and resolved the reading challenges of dyslexia. The primary goal of the study was 1) to evaluate the current state of the phonemic and auditory symptoms of children with dyslexia and 2) To study the effects of the Dyslexic Phonemic R₃ Approach on the reading development of children with dyslexia. The Dyslexic Phonemic R₃Approach was the only experimental group in the case study, which examined the prevalence of dyslexia among the participants. There was no control group. 45 students with dyslexia were the participants chosen from thirty schools in the Indian town of Silchar. These adolescents were chosen from a population of 12&ndash;13-year-olds with auditory and phonemic deficiencies after getting the consents of their parents. The Dyslexic Phonemic R₃ Approach significantly improved the reading, and spelling habit of student with dyslexia. The dyslexic phonemic R₃ approach was developed in Assam University, Silchar, India by Dr. Ananta Kumar Jena. Vowels in this context are phonemic patterns that are primarily divided into two types: long and short vowels, and syllables (closed and open). In many situations, short vowels are most frequently utilised. The Dyslexia-Phonemic R₃technique uses these three procedures to diagnose dyslexia.</span></span></span></span></span><br> &nbsp; <span style="font-size:11pt"><span style="line-height:normal"><span calibri="" style="font-family:"><span lang="EN-IN" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">Dyslexia is a neuro-sensory issue that makes reading challenging. However, Dyslexic Phonemic R₃ is a novel approach that improved the phonological development and resolved the reading challenges of dyslexia. The primary goal of the study was 1) to evaluate the current state of the phonemic and auditory symptoms of children with dyslexia and 2) To study the effects of the Dyslexic Phonemic R₃ Approach on the reading development of children with dyslexia. The Dyslexic Phonemic R₃Approach was the only experimental group in the case study, which examined the prevalence of dyslexia among the participants. There was no control group. 45 students with dyslexia were the participants chosen from thirty schools in the Indian town of Silchar. These adolescents were chosen from a population of 12&ndash;13-year-olds with auditory and phonemic deficiencies after getting the consents of their parents. The Dyslexic Phonemic R₃ Approach significantly improved the reading, and spelling habit of student with dyslexia. The dyslexic phonemic R₃ approach was developed in Assam University, Silchar, India by Dr. Ananta Kumar Jena. Vowels in this context are phonemic patterns that are primarily divided into two types: long and short vowels, and syllables (closed and open). In many situations, short vowels are most frequently utilised. The Dyslexia-Phonemic R₃technique uses these three procedures to diagnose dyslexia.</span></span></span></span></span><br> &nbsp; auditory and phonemic deficiency, dyslexic phonemic R3 approach, phonological awareness, phonological development of dyslexia auditory and phonemic deficiency,dyslexic phonemic R3 approach,phonological awareness,phonological development of dyslexia, 58 75 http://ijreeonline.com/browse.php?a_code=A-10-1012-1&slc_lang=en&sid=1 Ananta Kumar Jena Ananta Kumar Jena akjenaaus@gmail.com 10031947532846002653 10031947532846002653 Yes Department of Education, Assam University, Silchar-788011 Assam, India Department of Education, Assam University, Silchar-788011 Assam, India