hereditaryneurological disorder that affects about 5% of the global population. This isconsidered to be a huge number that deserves to reflect upon (Ramus, F.2001).

2. Identifyingdyslexic children and ways of early interventionDyslexia is one ofthe most famous developmental disorders that affects millions of people aroundthe world. This learning disability affects student’s ability to read andprocess information. It is surrounded by confusion and complexity as it differsfrom a person to another. It makes students life much more difficult andaffects their educational attainment and also their self-confidence, thoughthey have massive abilities. Dyslexic students have problems with the phonological awareness and decoding.Dyslectics take a long time to make connections between sounds and letters ofword combinations.

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There are many signs that affirms that child is dyslexic. Dyslexia can bemoderate, severe or profound and its effect is different from a child toanother( UNESCO, 2015). Jane E. Mitchell (1996) used a logical analogy todescribe dyslexic students simply .

she said, Imagine you get a beautiful new computer forChristmas. It has a huge hard disc, lots of games included in the box, speakersand a colour printer. When you have set it up it does not work as you hadhoped. The software is for an Apple Mac (you have a PC) and the printer cannotprint your work from the computer because the correct printer driver ismissing. There is nothing wrong with the computer – it has a good memory, anexcellent processor and all the internal workings it needs. There is a problemwith the input because of the Apple Mac discs, and the output because of theprinter driver. This is a bit like being dyslexic. It may be that the inputyour child receives does not match his/her own way of working.

Some subjects atschool or home will be presented in a compatible language/system and thereforeget into his/her brain (computer). Other subjects do not even get inputted. Itis like hearing somebody talking to you in a different language which youcannot understand. Similarly with output, a dyslexic child or student may haveall the ideas and knowledge in his/her head but be unable, like the computer,to print it out, or get it down on paper.(Mitchell, J.E.1996, PP.)