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Dyslexia is also called developmental reading disorder is a condition that happens when the human mind fails to recognize, and process certain words properly. It occurs when the brain stops interpreting language. However, it does not alter a person's thought processor does if affect their conception of complex ideas. In fact, dyslexics have normal levels of intelligence, while some even have higher intelligence (Heaton et al, 2001). Moreover, Dyslexia can occur in the form of developmental arithmetic disorder and developmental writing. Moreover, it involves impairment of an individual's fluency or understanding accuracy in reading, spelling and speaking. It also shows through problems in phonological decoding and awareness or orthographic coding, rapid naming, and auditory (Hultquist, 2008).

There are various signs and symptoms of dyslexia, which vary according to the levels of the individuals. For example, among the preschool-aged children, there is always a delay in speech; learning of word is slow coupled with low-letter knowledge. In early primary school children, problems in learning alphabetical order of words, problems in the association of sounds and letters; problems in coming up with rhyming words; and difficulty in mixing up sounds to form words are experienced (Heaton, et al 2001).

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In the diagnosis of the disorder, it is essential to analyze processing sites affected by dyslexia. These include spelling, reading and writing. Any phonological errors indicate that the disorder is in place. The medical, educational and family history of the child is essential in the diagnosis of dyslexia. Furthermore, the child may be affected by certain health issues such as vision impairment (short-sightedness or squint), hearing problems or other conditions (Hultquist, 2008).

There have been misconceptions that dyslexia patients write on the opposite side. Nevertheless, such individuals have proved too intelligent and at times more than the rest. Therefore, they are not any different from the rest especially during instructions in class. A teacher may not require a specific skill to handle them (Heaton, et al 2001). This is because the problem does not affect their thought process. In fact; dyslexic people are exceptionally creative and intuitive. They also do well in their hands-on learning and three-dimensional problem solving. This is because, human beings learn effectively through creativity as it involves mastery of symbols and sense of words (Hultquist, 2008).

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As a teacher, it is necessary to apply phonological materials that can help the child develop mastery of the subject. It is also imperative to handle them on a one-to- one basis. This aids in finding out the skill they have so as to capitalize on it. Moreover, it is vital to familiarize the student with the subject and the problems he or she is facing. Then, the teacher helps them overcome these problems through a lot of practice (Heaton, et al 2001).

In conclusion, dyslexia is a learning disability that does not affect the child's thought process. Its early diagnosis is extremely beneficial in that the situation can be corrected early. Dyslexics are highly talented; therefore, the instructor should handle them appropriately.

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