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Dyslexia is now a widely recognized condition that is prevalent in several classrooms. But, defining dyslexia is difficult since it could be called a continuum. Although experts largely agree that dyslexia is recognizable as a developmental problem of language education and cognition (Rose, 2009). Dyslexia can pose a plethora of difficulties for the child and can make daily activities and school life very challenging. The NCLD (2013) states kids with dyslexia may suffer from 'precise and fluent spelling, accurate and fluent written reflection, phonological memory, awareness, verbal processing speed and information processing.' As teachers it is very important that we are alert to the inherent difficulties as the kid's consistent underachievement may appear on the surface as carelessness and lack of attempt (Hodge, 2000). Dyslexia isn't just about literacy, although weaknesses in literacy are frequently the most visible sign, it effects all facets of learning because the capacity to read and write satisfactorily permeates all areas of learning within the curriculum. 'Dyslexia occurs across the range of intellectual skills' however, the problems posed with dyslexia can affect a child's capacity to understand (Rose, 2009). Every child has the right to be successful and so the teacher must strive to offer the crucial for learning and execute effective interventions that develop the child's literacy abilities and help them reach their whole capacity (DCSF, 2007; DfES, 2004). 'Much could be done through skilled teaching to lessen the effects of dyslexia to a child's educational advancement and provide them with effective coping strategies' (Rose, 2009). As a teacher, getting to understand the child is of vital and outmost importance. Through near obser...