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Comparison results

 
Results: Differences Similar R48Dyslexia
Related research Analogs Analogs
Register, to see more distinctive signs of diseases and studies 25%(0)6%(0)
CT of the organ 24%(0)6%(0)
Distinctive symptoms
Register, to see more distinctive signs of diseases and studies 100%26%
Register, to see more distinctive signs of diseases and studies 43%100%
Alexia 96% 25%
absent-mindedness 33%
not classified in other categories 57%
hyperactive child 31%
semantic dyslexia 63% 16%
speech slurred 25%
problems with studying 60% 15%
delayed speech development 32% 56%
better from talking 54% 13%
tooth decay 24%
studies a lot 51% 13%
nervous excitability 22%
names of people 51% 13%
ringing defect 13%
agnosia 33%
lags behind in the development 39% 51%
distortion of sounds 43% 11%
replacing sounds 12%
by mental labor 42% 10%
agrammatism 11%
miasmus from left to right 41% 10%
impaired understanding of speech 11%
underdevelopment 41% 10%
limited vocabulary 11%
alalia 41% 10%
teacher 41% 10%
learning difficulties 40% 10%
cryptorchidism 38% 9%
tired of people 39% 10%
hearing loss in children 39% 10%
asleep makes in its own way 37% 9%
intellectual disabilities in children 34% 8%
onset of illness 34% 8%
feeling of uselessness 33% 8%
smart baby 33% 8%
effects of puberty 31% 8%
blindness 31% 8%
mental retardation 31% 8%
need for activity 30% 7%
cognitive disorders 30% 7%
no children 30% 7%
early development 29% 7%
hearing impaired 30% 8%
asymmetry 29% 7%
visual impairment 28% 7%
emotional 26% 6%
subacute condition 26% 7%
childhood diseases 34% 30%

Instructions

Video
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  2. The table shows the most important distinguishing symptoms, tests and diagnoses related to the selected diseases.
  3. The higher the percentage, the more important this symptom is for the disease and vice versa. At 0%, we can say that this symptom never occurs in the disease.
  4. The list changes dynamically depending on the data of the current visit in the selection of therapy .
  5. Click on the percentageto see the suggestions from the original source.
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