Regardless of the many confusions and misunderstandings, the word dyslexia is often utilized by medical personnel, researchers, and clinicians. Among the most typical misunderstandings concerning this condition is that dyslexia is an issue of attention, or term reversals (b/d, was/noticed) or of characters, words, or sentences "dance around" on the web page (Rayner, Foorman, Perfetti, Pesetsky, & Seidenberg, 2001). Dyslexia can be an often-misunderstood, confusing term for reading problems. The term dyslexia comprises of two different parts: dys- abnormal, or impaired or difficult, and -lexia signifying words, reading, or vocabulary. So quite actually, dyslexia means difficulty with words (Catts & Kamhi, 2005). Actually, writing and reading words backwards are normal in the first stages of understanding how to read and write among average and dyslexic children as well, and the existence of reversals may or might not indicate an underlying reading problem. Probably one of the most complete definitions of dyslexia originates from over twenty years of research: Dyslexia is a particular learning impairment that is neurobiological in the source. It is seen as a problem with accurate and/or fluent phrase acknowledgement, and poor spelling and decoding capabilities. These troubles typically derive from a deficit in the phonological element of vocabulary that is often unpredicted with regards to other cognitive skills and the provision of effective classroom training. (Lyon, Shaywitz, & Shaywitz, 2003) Dyslexia is a particular learning impairment in reading that often impacts spelling as well. Actually, reading impairment is the most common and most carefully analysed study of the training disabilities, influencing 80% (eighty percent) of most specified learning disabilities. As a result of this, we use the conditions: dyslexia and reading disabilities (RD) interchangeably in this specific article to spell it out to the students. It really is neurobiological in origins, and therefore the problem is situated physically in the mind. Dyslexia is not triggered by poverty, developmental hold off, conversation, hearing impairments, or learning another vocabulary, although those conditions may put a kid more in danger of creating a reading impairment (Snow, Burns, & Griffin, 1998). Children with dyslexia will most likely show two apparent problems when asked to learn text message at their quality level. First, they'll not have the ability to read much of the text message; you will see many words which they’ll stumble, think of, or try to "audio out." This is actually the problem with "fluent term recognition" identified in the last definition. Second, they will show decoding difficulties, and therefore their attempts to recognize words they don't know will produce many mistakes. They'll not be very accurate in using letter-sound associations in mixture with context to recognize unknown words. These problems in phrase recognition are credited to a fundamental deficit in the sound element of language, that means it is very hard for readers connecting characters and sounds to be able to decode. People who have dyslexia frequently have trouble comprehending what they read because of the fantastic difficulty they experience in accessing the imprinted words.