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According to U.S National Institute of Health,2010: ‘’Dyslexia is a learning disability that can hinder a person’s ability to read,write and spell and sometimes speak’’. Also reference to World Federation of Neurologist defined dyslexia as ‘’ A disorder in children who,in despite conventional classroom experience,fail to attain the language skills of reading,writing and spelling commensurate with the intelectual abilities According to U.S National Institute of Health,2010: ‘’Dyslexia is a learning disability that can hinder a person’s ability to read,write and spell and sometimes speak’’. Also reference to World Federation of Neurologist defined dyslexia as ‘’ A disorder in children who,in despite conventional classroom experience,fail to attain the language skills of reading,writing and spelling commensurate with the intelectual abilities

difficulty in learning to read Children with dyslexia have difficulty in learning to read despite traditional instruction, at least average intelligence, and an adequate opportunity to learn. It is caused by an impairment in the brain's ability to translate images received from the eyes or ears into understandable language. It does not result from vision or hearing problems. It is not due to mental retardation, brain damage, or a lack of intelligence. (medicinenet’s website,2013)

1.TRAUMA DYSLEXIA  usually occurs after some form of brain trauma or injury to the area of the brain that controls reading and writing. It is rarely seen in today's school-age population. 2. PRIMARY DYSLEXIA  This type of dyslexia is a dysfunction of, rather than damage to, the left side of the brain (cerebral cortex) and does not change with age. Individuals with this type are rarely able to read above a fourth-grade level and may struggle with reading, spelling, and writing as adults. Primary dyslexia is passed in family lines through their genes (hereditary). It is found more often in boys than in girls. 3. SECONDARY" OR "DEVELOPMENTAL DYSLEXIA  caused by hormonal development during the early stages of fetal development. Developmental dyslexia diminishes as the child matures. It is also more common in boys (MEDICINENET,2013)

Letter and number reversals Difficulty copying from the board or a book Not be able to remember content of the book Uncoordinated and have difficulty with organized sports or games Difficulty remembering or understanding what he hears Difficulty moving to the rhythm of the music Parts of words or parts of whole sentences may be missed, and words can come out sounding funny trouble finding the actual words to express their thoughts

Young Children Trouble With: Recognizing letters, matching letters to sounds and blending sounds into speech Pronouncing words, for example saying “mawn lower” instead of “lawn mower” Learning and correctly using new vocabulary words Learning the alphabet, numbers, and days of the week or similar common word sequences Rhyming School-Age Children Trouble With: Mastering the rules of spelling Remembering facts and numbers Handwriting or with gripping a pencil Learning and understanding new skills; instead, relying heavily on memorization Reading and spelling, such as reversing letters (d, b) or moving letters around (left, felt) Following a sequence of directions Trouble with word problems in math Teenagers and Adults Trouble With: Reading at the expected level Understanding non-literal language, such as idioms, jokes, or proverbs Reading aloud Organizing and managing time Trouble summarizing a story Learning a foreign language Memorizing DYSLEXIA: WARNING SIGNS BY AGE U.S National Centre For Learning Disabilities,2013

 Trouble learning Because reading is a skill basic to most other school subjects, a child who has dyslexia is at a disadvantage in most classes and may have trouble keeping up with peers.  Social problems Left untreated, dyslexia may lead to low self-esteem, behavior problems, anxiety, aggression, and withdrawal from friends, parents and teachers.  Problems as adults. The inability to red and comprehend can prevent a child from reaching his or her potential as the child grows up. This can have long-term educational, social and economic consequences. (MAYOCLINIC,2013)

 Expose your child to early oral reading, writing, drawing, and practice to encourage development of print knowledge, basic letter formation, recognition skills and linguistic awareness (the relationship between sound and meaning).  Have your child practice reading different kinds of texts. This includes books, magazines, ads and comics.  Include multi-sensory, structured language instruction. Practice using sight, sound and touch when introducing new ideas.  Seek modification in the classroom. This might include extra time to complete assignments, help with note taking, oral testing and other means of assessment.  Use books on tape and assistive technology. Examples are screen readers and voice recognition computer software.  Get help with the emotional issues that arise from struggling to overcome academic difficulties. American Legion Child Welfare Foundation(2013)