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Dyslexia is a certain language-based learning disability that interferes with reading or learning words despite above-average or average intelligence, normal hearing and eyesight and adequate, educational and motivation opportunities. Dyslexia tends to run in the family and more occurs in boys than girls. The disorder is resulted from deficiency is presented from birth, affecting word decoding, and can result in writing and spelling problems. Preschool children, who have dyslexia can have difficulties remembering the names of colors, numbers, and letters; have speech articulation problems and can be very late in speaking. Children with dyslexia frequently have difficulties identifying the number of sounds in words, blending sounds, segmenting words into sounds, identifying the sound positions in words, and rhyming words. Hesitation or delay in naming pictures or letters, making word substituation and choosing words are early dyslexia’s indicators. Problems with putting sounds in the correct order and with short-term sounds memory are common. Many children, who have dyslexia, confuses words and letters with similar ones. Reversing the letters at the time of writing is common. Children who are not progressing words learning skills by the end of middle 1st grade must be examined for dyslexia. So must those who, at any level grade, are not reading at the expected level for their intellectual or verbal abilities. Any children who are slow in becoming fluent in spreading or learning to read, must also be examined for dyslexia. Direct instruction, that incorporates multisensory approaches, is the best treatment for dyslexia. Such treatment type consists of teaching phonics with a different cue, generally separately and, if possible, as reading part program. Indirect instruction is also beneficial. It is consisting of training to improve reading comprehension or word pronunciations. Children are taught how to process sounds by separating words onto segments, by identifying sounds positions in word, and by blending sounds to form words. Indirect treatment can also be used, but not advised. Children are taught to speak, read better, or read in indirect ways, such as visual perceptual training, eye movement exercises, or by using tinted lenses that allow letters and words to be read easily. Medications such as piracetam may also be tried. However, the most indirect treatments benefit have not been proven.
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