{"id":10506,"date":"2025-01-04T02:49:28","date_gmt":"2025-01-04T02:49:28","guid":{"rendered":"https:\/\/icertpublication.com\/?page_id=10506"},"modified":"2026-04-03T09:16:53","modified_gmt":"2026-04-03T03:46:53","slug":"understanding-dyslexia-through-the-perspective-of-phonological-awareness-deficit-theory","status":"publish","type":"page","link":"https:\/\/icert.org.in\/index.php\/shodh-sari-2\/sodh-sari-vol-4-issue-1\/understanding-dyslexia-through-the-perspective-of-phonological-awareness-deficit-theory\/","title":{"rendered":"Understanding Dyslexia through the Perspective of Phonological Awareness Deficit Theory"},"content":{"rendered":"\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t

Shodh Sari-An International Multidisciplinary Journal<\/h1>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t

Vol-04, Issue-01 (Jan-Mar 2025)<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t
An International scholarly\/ academic journal, peer-reviewed\/ refereed journal, ISSN : 2959-1376<\/h5>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t

Understanding Dyslexia through the Perspective of Phonological Awareness Deficit Theory<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t

Okey-Kalu, Ozioma J.<\/span><\/p>

English Unit, General Studies Department, Federal School of Statistics, Enugu<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

\n\t\t\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t

DOI: <\/span>https:\/\/doi.org\/10.59231\/SARI7783<\/span><\/a><\/p>

Subject: Special Education \/ Cognitive Psychology<\/span><\/p>

Page No: 118-126<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t

\n\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t

Received: Sep 15, 2024<\/span><\/p>

Accepted: Nov 02, 2024<\/span><\/p>

Published: Jan 01, 2025<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t

Thematic Classification: Dyslexia, Phonological Awareness, Deficit Theory, Learning Disabilities, Cognitive Development, Literacy Intervention.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

\n\t\t\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t
Abstract<\/h6>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t

Students, who find it difficult to read and spell, face stigmatization, discrimination and other forms of social problems from their peers, teachers, relatives and society at large. They are perceived as unintelligent, slow in learning, and, in some cases, mentally deranged. Many of such students have and are dropping out of school because they believe they are unsuitable for academic programmes. This study, however, argues that dyslexia is one of the major causes of reading and spelling challenges faced by such students. As a result, it anchors its theoretical perspective on the principles of Phonological Awareness Deficit Theory of Dyslexia to define the concept and identify its causes and effects on the victims. It finally proffers solutions to the problems, whereby it recommends that they should be adopted by teachers and guardians of such students in other to help them develop strategies they can use to read and spell correctly.<\/span><\/p>

Keywords: <\/span>Dyslexia, phonological awareness deficit theory, phonological awareness\u00a0<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

\n\t\t\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t
Impact Statement\n<\/h6>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t

Dyslexia is a language use disorder that adversely impacts the academic performance of affected students because it hinders their ability to read, spell and write effectively. Such students often face stigmatisation, discrimination and other forms of social problems from their peers, teachers, relatives and society at large. They are perceived as unintelligent, slow in learning, and, in some cases, mentally deranged. Many of them have and are dropping out of school because they believe they are unsuitable for academic programmes. However, this study has successfully identified the causes of dyslexia through the perspective of the Phonological Awareness Deficit Theory of Dyslexia. As a result, it was able to proffer solutions to the problems. If teachers and guardians of dyslexic students come across this article, they will discover the cause of their students\/wards\u2019 academic challenges as well as how to help them overcome the difficulty.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

\n\t\t\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t
About The Author<\/h6>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t

Ozioma J. Okey-Kalu is a staff of the National Bureau of Statistics, Nigeria, but she serves the country as a lecturer of English at Federal School of Statistics, Enugu, Nigeria. She studied her first degree in English at Nnamdi Azikiwe University, Awka, Nigeria, and went further to obtain her master\u2019s degree in English at Chukwuemeka Odumegwu Ojukwu University, also in Nigeria. She is currently studying her doctorate degree in English at University of Nigeria Nsukka. Ozioma\u2019s current research interest spans across several fields of linguistics, which include Sociolinguistics, Pragmatics, and Semiotics, three of which address her doctoral research. Besides her doctoral research, Ozioma is currently working on how rhetoric can be used judiciously to solve several human problems, such as insecurity and climate change. She has also delved into language use disorders, such as dyslexia, dysgraphia, and aphasia.\u00a0\u00a0<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

\n\t\t\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t
Cite this Article<\/h6>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t

APA 7th Style:<\/span> Okey-Kalu, O. J. (2025). Understanding dyslexia through the perspective of phonological awareness deficit theory. <\/span>Shodh Sari-An International Multidisciplinary Journal<\/span>, <\/span>4<\/span>(01), 118\u2013126. <\/span>https:\/\/doi.org\/10.59231\/SARI7783<\/span><\/a><\/p>

Chicago 17th Style:<\/span> Okey-Kalu, Ozioma J. “Understanding Dyslexia through the Perspective of Phonological Awareness Deficit Theory.” <\/span>Shodh Sari-An International Multidisciplinary Journal<\/span> 4, no. 1 (2025): 118\u2013126. <\/span>https:\/\/doi.org\/10.59231\/SARI7783<\/span><\/a>.<\/span><\/p>

MLA 9th Style:<\/span> Okey-Kalu, Ozioma J. “Understanding Dyslexia through the Perspective of Phonological Awareness Deficit Theory.” <\/span>Shodh Sari-An International Multidisciplinary Journal<\/span>, vol. 4, no. 1, 2025, pp. 118-126, <\/span>https:\/\/doi.org\/10.59231\/SARI7783<\/span><\/a>.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

\n\t\t\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t
Statements & Declarations<\/h6>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t

Review Method:<\/span> This article underwent a double-blind peer-review process by two independent external experts in Psycholinguistics and Special Needs Education to validate the theoretical application of Phonological Awareness Deficit Theory (PADT) in the context of reading disorders.<\/span><\/p>

Competing Interests:<\/span> The author (Ozioma J. Okey-Kalu) declares that there are no financial, personal, or professional conflicts of interest that could have inappropriately influenced the research findings or the theoretical discourse presented in this study.<\/span><\/p>

Funding:<\/span> This research was conducted as part of the author’s academic and professional activities at the Federal School of Statistics, Enugu. No specific external grants or commercial funding were received for this work.<\/span><\/p>

Data Availability:<\/span> The study is a theoretical and qualitative analysis based on established linguistic frameworks and existing clinical studies on dyslexia. All primary literature and secondary sources cited are available through institutional archives and academic databases.<\/span><\/p>

License:<\/span> Understanding Dyslexia through the Perspective of Phonological Awareness Deficit Theory<\/span> \u00a9 2025 by Ozioma J. Okey-Kalu is licensed under <\/span>CC BY-NC-ND 4.0<\/span>. This work is published by the International Council for Education Research and Training (ICERT).<\/span><\/p>

Ethics Approval:<\/span> As this study is a theoretical review and does not involve direct experimentation or clinical trials with human participants, it was deemed exempt from formal ethical review by the Institutional Research Committee.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

\n\t\t\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t
References\n<\/h6>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t

\u00a0<\/p>

  1. Al-Tamimi, Y., & Rabab\u2019ah, G. (2007). The relationship between phonological awareness and word reading. <\/span>Poznan Studies in Contemporary Linguistics<\/span>, <\/span>43<\/span>(2), 5\u201321. <\/span>https:\/\/doi.org\/10.2478\/v10010-007-0011-6<\/span><\/a><\/p><\/li>

  2. Chitsa, B., & Mpofu, J. (2016). Challenges faced by grade seven teachers when teaching pupils with dyslexia in the mainstream lessons in Mzilikazi District, Bukawayo Metropolitan Province. <\/span>IOSR Journal of Research and Method in Education<\/span>, <\/span>6<\/span>(5), 64\u201375.<\/span><\/p><\/li>

  3. Fonyuyshey, P., & Nsah, M. S. (2019). Reading skill development for children with dyslexia and teacher\u2019s use of direct method teaching method in ordinary primary schools. <\/span>International Journal of Humanities Social Sciences, and Education<\/span>, <\/span>6<\/span>(5), 90\u201399.<\/span><\/p><\/li>

  4. Ikediashi, N. (2012). Dyslexia: Causes, management and implications for Nigerian primary school child. <\/span>African Research Review<\/span>, <\/span>6<\/span>(2), 258\u2013265. <\/span>https:\/\/doi.org\/10.4314\/afrrev.v6i2.23<\/span><\/a><\/p><\/li>

  5. Kuerten, A. B., Mota, M. B., & Segaert, K. (2019). Developmental dyslexia: A condensed review of literature. <\/span>Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies<\/span>, <\/span>72<\/span>(3), 249\u2013270. <\/span>https:\/\/doi.org\/10.5007\/2175-8026.2019v72n3p249<\/span><\/a><\/p><\/li>

  6. Lama, A. (2019). Difficulties in English language learning for students with dyslexia. <\/span>SEEU Review<\/span>. European University, <\/span>14<\/span>(1), 196\u2013206. <\/span>https:\/\/doi.org\/10.2478\/seeur-2019-0011<\/span><\/a><\/p><\/li>

  7. Lockiewicz, M., & Jaskulska, M. (2015). Mental lexicon, working memory and L2 (English) vocabulary in Polish students with and without dyslexia. <\/span>CEPS Journal<\/span>, <\/span>5<\/span>(1), 71\u201389.<\/span><\/p><\/li>

  8. Macchi, W. (2022). Dyslexia: Causes and effects in children. <\/span>Journal of Communication Disorders, Deaf Studies and Hearing Aids<\/span>, <\/span>10<\/span>(1), 1\u20132.<\/span><\/p><\/li>

  9. Nijakowska, J. (2015). The handy little guide to dyslexia: A practical guide to supporting dyslexic students in a foreign language classroom. <\/span>Pearson<\/span>.<\/span><\/p><\/li>

  10. Ogwazu, J. E. (2024). IMPACT OF PEDAGOGICAL INNOVATION ON EARLY CHILDHOOD TEACHERS\u2019 CLASSROOM PRACTICES IN SELECTED BASIC SCHOOLS IN SURULERE OF LAGOS, NIGERIA. <\/span>Shodh Sari-An International Multidisciplinary Journal<\/span>, <\/span>03<\/span>(01), 15\u201331. https:\/\/doi.org\/10.59231\/sari7651<\/span><\/p><\/li>

  11. Ramus, F., Rosen, S., Dakin, S. C., Day, B. L., Castellote, J. M., White, S., & Frith, U. (2003). Theories of developmental dyslexia: Insights from a multiple case study of dyslexic adults. <\/span>Brain<\/span>, <\/span>126<\/span>(4), 841\u2013865. <\/span>https:\/\/doi.org\/10.1093\/brain\/awg076<\/span><\/a><\/p><\/li>

  12. Roitsch, J., & Watson, S. (2019). An overview of dyslexia: Definition, characteristics, assessment, identification, and intervention. <\/span>Science Journal of Education<\/span>, <\/span>7<\/span>(4), 81\u201386. <\/span>https:\/\/doi.org\/10.11648\/j.sjedu.20190704.11<\/span><\/a><\/p><\/li>

  13. Yadav, D. (2024). Reconditioning Indian Values in Learners Through Teachers, Parents & Society. <\/span>Shodh Sari-An International Multidisciplinary Journal<\/span>, <\/span>03<\/span>(04), 321\u2013326. https:\/\/doi.org\/10.59231\/sari7765<\/span><\/p><\/li>

  14. Schulte-K\u00f6rne, G. (2010). The prevention, diagnosis and treatment of dyslexia. <\/span>Deutsches \u00c4rzteblatt International<\/span>, <\/span>107<\/span>(41), 718\u201326; quiz 27. <\/span>https:\/\/doi.org\/10.3238\/arztebl.2010.0718<\/span><\/a><\/p><\/li>

  15. Seenivasan, C., & Dhanya, N. P. (2018). Issues and challenges faced by teachers in the class having children with dyslexia. <\/span>International Journal of Trend in Research and Development, Special Issue<\/span>, 50\u201351.<\/span><\/p><\/li>

  16. Stein, J. (2023). Theories about developmental dyslexia. <\/span>Brain Sciences<\/span>, <\/span>13<\/span>(2), Article 208. <\/span>https:\/\/doi.org\/10.3390\/brainsci13020208<\/span><\/a><\/p><\/li>

  17. Yadav, D. (2024). Reconditioning Indian Values in Learners Through Teachers, Parents & Society. <\/span>Shodh Sari-An International Multidisciplinary Journal<\/span>, <\/span>03<\/span>(04), 321\u2013326. https:\/\/doi.org\/10.59231\/sari7765<\/span><\/p><\/li>

  18. Vellutino, F. R., Fletcher, J. M., Snowling, M. J., & Scanlon, D. M. (2004). Specific learning disability (dyslexia): What have we learned in the past four decades? <\/span>Journal of Child Psychology and Psychiatry, and Allied Disciplines<\/span>, <\/span>45<\/span>(1), 2\u201340. <\/span>https:\/\/doi.org\/10.1046\/j.0021-9630.2003.00305.x<\/span><\/a><\/p><\/li>

  19. Akujieze, M. O. (2024). Innovative teaching techniques for alleviating mathematics phobia among secondary school students in Anambra State. <\/span>Edumania-An International Multidisciplinary Journal<\/span>, <\/span>02<\/span>(03), 116\u2013132. https:\/\/doi.org\/10.59231\/edumania\/9060<\/span><\/p><\/li>

  20. Vizhi, P. K., & Rathnasabapathy, M. (2023). Language learning difficulties of students with dyslexia: A case study at a primary school. <\/span>Theory and Practice in Language Studies<\/span>, <\/span>13<\/span>(11), 2734\u20132742. <\/span>https:\/\/doi.org\/10.17507\/tpls.1311.02<\/span><\/a><\/p><\/li>

  21. Wajuihhian, S. O., & Naidoo, K. S. (2011). Dyslexia: An overview. <\/span>The South African Optometrist<\/span>, <\/span>70<\/span>(2), 89\u201398.<\/span><\/p><\/li>

  22. Yan, X. (2022). Acquired dyslexia and developmental dyslexia: How to interfere dyslexia in school age children. In <\/span>Proceedings of the 2022 8th International Conference in Humanities and Social Sciences Research<\/span>. Advances in Social Science, Education, and Humanities Research.<\/span><\/p><\/li><\/ol>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

    \n\t\t\t\t\t\t
    \n\t\t\t\t\t
    \n\t\t\t
    \n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
    \n\t\t\t\t\t\t
    \n\t\t\t\t\t
    \n\t\t\t
    \n\t\t\t\t\t\t
    \n\t\t\t\t
    \n\t\t\t\t\t\t\t\t\t
    \n\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tBack<\/span>\n\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/a>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

    Shodh Sari-An International Multidisciplinary Journal Vol-04, Issue-01 (Jan-Mar 2025) An International scholarly\/ academic journal, peer-reviewed\/ refereed journal, ISSN : 2959-1376 Understanding Dyslexia through the Perspective of Phonological Awareness Deficit Theory Okey-Kalu, Ozioma J. English Unit, General Studies Department, Federal School of Statistics, Enugu DOI: https:\/\/doi.org\/10.59231\/SARI7783 Subject: Special Education \/ Cognitive Psychology Page No: 118-126 Received: […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":10106,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"postBodyCss":"","postBodyMargin":[],"postBodyPadding":[],"postBodyBackground":{"backgroundType":"classic","gradient":""},"site-sidebar-layout":"no-sidebar","site-content-layout":"page-builder","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"disabled","ast-breadcrumbs-content":"","ast-featured-img":"disabled","footer-sml-layout":"","theme-transparent-header-meta":"default","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"class_list":["post-10506","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/pages\/10506","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/comments?post=10506"}],"version-history":[{"count":12,"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/pages\/10506\/revisions"}],"predecessor-version":[{"id":31663,"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/pages\/10506\/revisions\/31663"}],"up":[{"embeddable":true,"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/pages\/10106"}],"wp:attachment":[{"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/media?parent=10506"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}