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Novel framework for dyslexia diagnosis in children in Al Kharj region with super-resolution generative adversarial network and transfer learning technique Cover

Novel framework for dyslexia diagnosis in children in Al Kharj region with super-resolution generative adversarial network and transfer learning technique

Open Access
|May 2025

Figures & Tables

Figure 1:

Block diagram for the classification of dyslexia from images.
Block diagram for the classification of dyslexia from images.

Figure 2:

Architecture of SRGAN [28]. SRGAN, Super-Resolution Generative Adversarial Network.
Architecture of SRGAN [28]. SRGAN, Super-Resolution Generative Adversarial Network.

Figure 3:

Flowchart for the proposed model to predict classes for the dyslexia handwriting images. SRGAN, Super-Resolution Generative Adversarial Network.
Flowchart for the proposed model to predict classes for the dyslexia handwriting images. SRGAN, Super-Resolution Generative Adversarial Network.

Figure 4:

Flowchart for SRGAN module generating high-resolution images. SRGAN, Super-Resolution Generative Adversarial Network.
Flowchart for SRGAN module generating high-resolution images. SRGAN, Super-Resolution Generative Adversarial Network.

Figure 5:

Proposed classifier model summary.
Proposed classifier model summary.

Figure 6.1

Training versus validation accuracy for alphabet dataset.
Training versus validation accuracy for alphabet dataset.

Figure 6.2

Testing accuracy for alphabet dataset.
Testing accuracy for alphabet dataset.

Figure 7.1

Visualization of correlation of letter reversal to dyslexia among all age groups.
Visualization of correlation of letter reversal to dyslexia among all age groups.

Figure 7.2

Visualization of correlation of letter reversal and academic performance to dyslexia.
Visualization of correlation of letter reversal and academic performance to dyslexia.

Figure 7.3

Visualization of correlation of difficulty in copying from board accurately to dyslexia in all age groups.
Visualization of correlation of difficulty in copying from board accurately to dyslexia in all age groups.

Figure 7.4

Visualization of correlation of mathematical skills and academic performance to dyslexia.
Visualization of correlation of mathematical skills and academic performance to dyslexia.

Figure 7.5

Visualization of correlation of following multiple instructions to dyslexia in all age groups.
Visualization of correlation of following multiple instructions to dyslexia in all age groups.

Figure 7.6

Visualization of correlation of fine motor skills to dyslexia in all age groups.
Visualization of correlation of fine motor skills to dyslexia in all age groups.

Figure 7.7

Visualization of correlation of attention deficit and reading ability to dyslexia.
Visualization of correlation of attention deficit and reading ability to dyslexia.

Figure 7.8

Visualization of correlation of creativity to dyslexia in all age groups.
Visualization of correlation of creativity to dyslexia in all age groups.

Figure 7.9

Visualization of correlation of extraordinary memory to dyslexia in all age groups.
Visualization of correlation of extraordinary memory to dyslexia in all age groups.

Figure 7.10

Distribution of gender and age groups for dyslexia and non-dyslexia children.
Distribution of gender and age groups for dyslexia and non-dyslexia children.

Questions in the questionnaire form collected for exploratory data analysis

S. No.Questions
Q1Age
Q2Gender
Q3Nationality
Q4Does your child frequently reverse letters or miss out some letters when writing especially letters like C, D, E, and F?
Q5Does your child have difficulty sounding out words phonetically, particularly new words?
Q6Does your child suffer copying notes from the board? Example: missing information, misspelling, or leaving out lines while copying
Q7Do you feel your child is academically doing well?
Q8Do you feel your child lacks reading ability?
Q9Does your child struggle with solving mathematical word problems?
Q10Does your child have difficulty understanding multiple instructions given by anyone like tying shoelace?
Q11Does your child have difficulty with fine or gross motor skills (handwriting, holding a pencil, catching and throwing a ball, team sports)?
Q12Does your child suffer from focusing for a long time on one activity? Do you feel he is attention deficit or lacks attention?
Q13Is the child creative compared to other children?
Q14Does your child have extraordinary memory?
Q15Was the child born as premature baby?
Q16Was the mother under medication for any neurological or other disease/disorders?
Q17Does your child suffer from dyslexia?

Prediction scores for randomly selected sample images from the test dataset

ImageClassPrediction score, %
ImgID1001Normal99.81
Img ID1002Normal99.86
Img ID1003Normal99.82
Img ID1004Normal93.46
Img ID1005Normal98.72
Img ID1006Normal72.76
Img ID1007Normal95.85
Img ID1008Normal88.95
Img ID1009Reversal87.85
Img ID10010Normal93.72
Img ID10011Reversal89.20
Img ID10012Normal88.88
Img ID10013Normal80.93
Img ID10014Normal99.33
Img ID10015Reversal92.73
Img ID10016Normal94.19
Img ID10017Reversal89.24
Img ID10018Normal97.89
Img ID10019Normal95.63
Img ID10020Corrected98.03
Language: English
Submitted on: Sep 10, 2024
Published on: May 16, 2025
Published by: Professor Subhas Chandra Mukhopadhyay
In partnership with: Paradigm Publishing Services
Publication frequency: 1 times per year

© 2025 Shabana Ziyad, May Altulyan, Munira Abdulaziz Al-Helal, Pradeep Kumar Singh, published by Professor Subhas Chandra Mukhopadhyay
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.