Aveneu Park, Starling, Australia

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

2. Identifying
dyslexic children and ways of early intervention

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Dyslexia is one of
the most famous developmental disorders that affects millions of people around
the world. This learning disability affects student’s ability to read and
process information. It is surrounded by confusion and complexity as it differs
from a person to another. It makes students life much more difficult and
affects their educational attainment and also their self-confidence, though
they 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 of
word combinations. There are many signs that affirms that child is dyslexic.

Dyslexia can be
moderate, severe or profound and its effect is different from a child to
another( UNESCO, 2015). Jane E. Mitchell (1996) used a logical analogy to
describe dyslexic students simply .she said,

Imagine you get a beautiful new computer for
Christmas. It has a huge hard disc, lots of games included in the box, speakers
and a colour printer. When you have set it up it does not work as you had
hoped. The software is for an Apple Mac (you have a PC) and the printer cannot
print your work from the computer because the correct printer driver is
missing. There is nothing wrong with the computer – it has a good memory, an
excellent processor and all the internal workings it needs. There is a problem
with the input because of the Apple Mac discs, and the output because of the
printer driver. This is a bit like being dyslexic. It may be that the input
your child receives does not match his/her own way of working. Some subjects at
school or home will be presented in a compatible language/system and therefore
get into his/her brain (computer). Other subjects do not even get inputted. It
is like hearing somebody talking to you in a different language which you
cannot understand. Similarly with output, a dyslexic child or student may have
all 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.)

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