While dyslexia causes difficulties in areas like reading, dyslexic individuals often have strengths in other areas such as creativity, visualization, and problem-solving. They frequently achieve success in artistic fields. Additionally, dyslexia can give advantages like thinking outside the box. There are different types of dyslexia that affect reading, writing, spelling, and language processing in different ways. Effective treatment involves specialized education that builds on strengths while correcting weaknesses.

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2.  While dyslexia does create
problems and difficulties in certain
areas for children, students and
adults, there is another side to the
story. Dyslexic people frequently
exhibit above-average abilities in
physical co-ordination, empathy,
graphic and spatial visualization.
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3. Many become famous for their
abilities to "think outside of the box",
be creative and achieve unique
solutions to difficult problems. Many
famous people with dyslexia are
artistically gifted and achieve high
success in artistic endeavors.
Apparently dyslexia can really be a
positive thing, a condition that gives
certain advantages to those that have
it. So much so that some people
speak of "The Gift of Dyslexia"!
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5.  The first school of thought, define the words 'dyslexia' and
'dyslexic' as terms that apply to anyone who might have
difficulties or problems with reading written text.
 With the second, the word dyslexia is applied to a range of
symptomatic problems which include problems with
reading, writing, spelling, translating among those three,
and with numerous co-factors
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8. is the term applied
to the condition of individuals who have
both Surface Dyslexia and Phonological
Dyslexia.
and both
stem from the magnocellular theory of
dyslexia. This theory holds that dyslexics
have neurological weaknesses in the
magnocellular cells of the thalamus area of
the brain. This area is where rapid processing
of visual and auditory information takes
place
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9. Orthographic Dyslexia. Orthography is the
set of symbols or letters that make up a
language. In English this is the 26 letters of
the alphabet while in Japanese or Chinese it
covers thousands of different symbols. And
so Orthographic Dyslexia relates to problems
in identifying and manipulating letters in
reading, writing and spelling.
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10. is sometimes called "auditory"
dyslexia, because it relates to how a person hears and
mentally processes the sounds of their language(s).
The term dysphonetic applies to people who have
difficulties in connecting sound to symbols. For example,
they might have problems sounding out words, and
mistakes in their spelling would reveal a very poor grasp
of phonics in their command of their language.
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11. is sometimes called "surface
dyslexia" or "visual dyslexia" because it relates to how
a person sees and mentally processes the symbols,
letters and word concepts of their language into
correct written formats.
The term dyseiditic applies to people who, although
they have a good, workable grasp of phonetic
concepts, nevertheless have considerable difficulty
with whole word recognition and with spelling
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12.  Avoid jobs where reading and writing is involved.
They might be found employed in positions way
below what their intelligence would indicate they
should be qualified for.
 Avoid reading, especially reading aloud.
 Feign common problems with eyesight ("...didn't
bring my glasses.") or other excuses for not reading.
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13.  Avoid newspapers and
magazines in favor of television,
movies or other media.
 Have difficulty in transcribing
telephone numbers or messages
received over the phone.
 Have trouble spelling words and
make repetitive mistakes in
spelling.
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14.  Image of brain
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16. "There is this myth that English is an irregular
language". "That's not true. We have a set of
alternative ways of spelling the same sounds but
this not taught explicitly.
The way phonics is often taught over focuses on
single letters and not the letter groups that go with
sounds as well.
Teaching children with dyslexia to read requires a
different approach, one that stresses knowledge of
spelling-sound relationships with a twist that
tweaks the letter and sound processes to get
connected in time in the brain."
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18. Listening difficulties; does not seem to understand:
has trouble following directions; turns away while
others are talking; does not seem interested.
Avoids participation with other children or only
knows how to play by hurting others: stays away
from other children; always plays alone; leaves a
group of children when an activity is going on; bites,
hits, or bullies.
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19. Repetitive behaviour: repeats unusual
movement or words over and over; cannot
stop activity himself.
Resistant to discipline or direction
(impertinent, defiant, resentful, destructive, or
negative): does not accept directions or
training; disagreeable; hard to manage;
destroys materials or toys deliberately; temper
tantrums.
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20. Speech problems:
rate: speech is unusually fast or slow.
articulation: difficulty making clear speech sounds.
stuttering: difficulty with flow of speech; repeating
sounds, words, or phrases; blocking words or
sounds.
voice: unusually loud, soft, high or low; scratchy or
hoarse quality.
no speech: chooses not to talk or does not know
how to talk so that others can understand.
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21. Physical complaints: talks of being sick or hurt; seems
tired or without energy.
Echoes other's speech: repeats another person's words
without intending for the words to mean anything.
Lack of self-help skills: unable to feed self, unable to
dress self, unable to conduct toilet activities unaided, or
to carry out health practices such as washing hands,
brushing teeth, etc.
Temperamental, overly sensitive, sad, irritable: moody,
easily depressed, unhappy, shows extreme emotions and
feelings.
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22. The most common treatment for learning
disabilities is special education. Trained
educators may perform a diagnostic
educational evaluation assessing a
student's academic and intellectual
potential in addition to his or her level of
academic performance.
Once the evaluation is complete, the basic
approach is to teach learning skills by
building on the child's abilities and
strengths, while correcting and
compensating for disabilities and
weaknesses.
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23. Professionals such as speech and language
therapists also may be involved.
Some medications may be effective in helping
the child learn by enhancing attention and
concentration.
 Psychological therapies may also be used.
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