Children with 'dyslexia' can be identified by

Dyslexia is a specific learning disability (SLD) rooted in a difficulty with phonological processing, the skill of linking written letters and words to their sounds. It shows up as inaccurate or slow decoding, weak spelling, and low reading fluency, and it is not caused by low general intelligence, poor vision or hearing, or a lack of teaching.

Because dyslexia is specifically a reading-and-writing (literacy) disorder, it is identified by directly examining a child's reading and writing performance: decoding accuracy, spelling patterns, letter and word recognition, and reading fluency relative to age and grade level. This is exactly what 'analyzing their reading and writing skills' involves, which is why it is the standard identification method for this condition.

Contrasting the other approaches offered:

• Finding out a child's social and cultural context (family background, community environment) shapes learning opportunities and language exposure, but it does not diagnose a neurologically based processing disorder like dyslexia.

• A thorough physical health check-up screens for vision, hearing, and other medical conditions; dyslexia is not a physical or medical impairment detectable through such an examination.

• Assessing the ability to solve complex higher-order problems measures general reasoning and abstract-thinking skill, a cognitive domain that is typically unaffected in dyslexia, since a child with dyslexia can reason well despite reading and writing difficulty.

Hence, among the options given, analyzing reading and writing skills is the recognized way to identify dyslexia in children, and it matches the official CTET (Paper 2, 2021) answer key.