The phenotypic manifestation of the neurophysiological level of regulation of human visual perception has numerous forms. Dyslexia is a neurological disorder associated with a selective impairment of the ability to master reading and writing skills while maintaining overall learning ability. There are two priority approaches to studying the issue of dyslexia — phonological and visual approaches. This study considers visuospatial disorders, visual information planning disorders, scotopic sensitivity syndrome, features of visual gnosis, visuomotor disorders, and dyspraxia. At the age of 5–6, children begin to develop the skills of writing and reading; for some, this process goes easily and the child does not experience difficulties in mastering these processes. Meanwhile, some children have difficulties in mastering reading and writing even at 8–9 years of age. The features of the brain mechanisms underlying the processes of reading and writing were studied using the EEG method and neurodiagnostics, and the most effective correction methods at the neurophysiological and pedagogical levels were recommended. The findings from these studies expand our understanding of how neurophysiological mechanisms influence learning difficulties in children with normal IQ levels. This has important implications for our ability to effectively correct and prevent such problems.

The phenotypic manifestation of the neurophysiological level of regulation of human visual perception has numerous forms. Dyslexia is a neurological disorder associated with a selective impairment of the ability to master reading and writing skills while maintaining overall learning ability. There are two priority approaches to studying the issue of dyslexia — phonological and visual approaches. This study considers visuospatial disorders, visual information planning disorders, scotopic sensitivity syndrome, features of visual gnosis, visuomotor disorders, and dyspraxia. At the age of 5–6, children begin to develop the skills of writing and reading; for some, this process goes easily and the child does not experience difficulties in mastering these processes. Meanwhile, some children have difficulties in mastering reading and writing even at 8–9 years of age. The features of the brain mechanisms underlying the processes of reading and writing were studied using the EEG method and neurodiagnostics, and the most effective correction methods at the neurophysiological and pedagogical levels were recommended. The findings from these studies expand our understanding of how neurophysiological mechanisms influence learning difficulties in children with normal IQ levels. This has important implications for our ability to effectively correct and prevent such problems.