Dyslexia is now a widely accepted and prevalent condition in many classrooms. However, defining dyslexia is difficult because it can be described as a continuum. Although experts largely agree that dyslexia is identifiable as a developmental difficulty in language learning and cognition (Rose, 2009). Dyslexia can cause many difficulties for the child and make daily activities and school life very difficult. The NCLD (2013) states that children with dyslexia may have difficulties with "accurate and fluent spelling, accurate and fluent written expression, phonological awareness, memory, verbal processing speed, and information processing." . As teachers, it is essential that we are aware of the underlying difficulties, because the child's consistent poor performance may appear on the surface as neglect and lack of effort (Hodge, 2000). Dyslexia is not just about literacy, although literacy weaknesses are often the most visible sign, it affects all areas of learning, as the ability to read and write sufficiently permeates all areas learning the program. “Dyslexia affects the full range of intellectual abilities,” but the difficulties posed by dyslexia can affect a child's ability to learn (Rose, 2009). Every child has the right to succeed and the teacher must therefore strive to provide the key to learning and implement effective interventions that develop the child's literacy skills and help them achieve their full potential. potential (DCSF, 2007; DfES, 2004). achieved through competent teaching to lessen the impact of dyslexia on a child's educational progress and provide them with effective coping strategies” (Rose, 2009). As a teacher, getting to know the child is of vital and paramount importance. Looking closely...... middle of article...... To see but not to read: the magnocellular theory of dyslexia, Trends Neuroscience, 20, pp.147-152 Stein, J., Richardson, A. and Fowler, M. (2000) Monocular occlusion may improve binocular control and reading in dyslexics, Brain, 123, pp.164-170Text Help (2008) Summary of research supporting the use of Read&Write /Read&Write GOLD, Technology for Learning Disabilities Project, available at http://www.texthelp.com/media/39345/US%20RWG%20Research%20Summary.pdf (accessed 12/30/13)Witton, C., Talcott , J., Hansen, P., Richardson, A., Griffiths, T., Rees, A., Stein, J. and Green, G. (1998) Sensitivity to dynamic auditory and visual stimuli predicts reading ability in nonwords in dyslexic and normal readers, Current Biology, 8, pp.791- 797 Wyse, D. and Goswami, U. (2008) Synthetic phonics and reading teaching, British Educational Research Journal, 34 (6), pp..691-710