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Dyslexia is learning and reading disability that affects a person’s ability to learn and read. It is a common disease and mainly affects 5 to 17 percent of the children population.  The severity of dyslexia can vary from mild to severe. The sooner the dyslexia is treated, the most favorable is the outcome; it is never too late for people with dyslexia to learn to improve their language skills.

The indications for dyslexia include:

Children aged 5 to 10

• Difficulty learning to read, write and spell

• Persistent and continued reversing of letters and figures (e.g. 12 for 21 and 6 for 9)

• Difficulty learning the alphabet and multiplication tables.

• Difficulty in remembering rhymes.

• Difficulty in kicking or catching a ball or skipping

• Difficulty with tying shoe laces and dressing

• Difficulty with concentration and paying attention

• Early speech problems.

• Some difficulty in detecting the differences in sounds like b, p, d, g, j, v, f, th.

• Difficulty in remembering the days of the week in order and months of the year.

• Difficulty in remembering personal details e.g. birthday, home address, telephone number

• Sometimes a difficulty in catching and throwing a ball etc. E.g. confusion over which hand to use.

Children aged 10 to 13

• Copying accurately from blackboard or textbook is a problem.

• Difficulty remembering and following oral instructions.

• Lack of self-confidence and increasing frustration.

• Unable to read, or has problems understanding what he/she has read.

• Difficulty with sounds of letters.

• Poor, immature handwriting, continued mistakes in spelling, perhaps with letters missed out or in the wrong order

• Easily can explain a story verbally, but struggles to write it on a paper.

• They may still reverse numbers, e.g. writing 12 for 21.

• Clumsiness and lack of co-ordination are still present.

• Poor concentration and memory.

• Confusion between right-left, up-down.


• Difficulty with planning and writing essays

• Difficulty getting started and completing works due to lack of proper time management, resulting in last-minute panic to complete assignments.

• Still finds difficulty or confuse of verbal instructions

• Handwriting may still need attention and help.

• Frustration and lack of self confidence.

• Frequent spelling mistakes still occur.

• Organising their notes, keeping neat files/folders of handouts etc. may be difficult.

• Reading rate may remain slow, therefore reading of any text at secondary level could cause problems.

•    The level of their work can vary from excellent on one day to abysmal on another, according to how they feel.


• Difficulty with map reading and following directions.

• Difficulties in filling forms and writing reports.

• More frequently have the tendency to miss and confuse appointment time & date.

• Problems in putting across their ideas to other people.

• Difficulty structuring work schedules

• Avoids promotion often to hide their reading and spelling difficulties.

• Constantly loses & forgets items & information

• Difficulty in pronouncing .e.g. ‘consuction’ instead of construction.

• Finds difficult in taking notes from black boards and lectures.

• Poor concentration and memory.

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