Dyslexia is a congenital disorder characterized by unexpected difficulty learning to decode and spell words in relation to one's verbal intelligence, his motivation and educational opportunities (Gray E. S, 2008). People have many misconceptions about dyslexia, including visual impairment, low IQ, dyslexia can be cured, and this learning disorder affects men more often than women. Indicators of dyslexia change over time since it is a developmental process. It is difficult to identify dyslexic children; however, this becomes more important as they progress through school. Experts agree that dyslexia is a learning disorder that affects language processing and that it does not occur due to low intelligence, lack of motivation, poor teaching, problems with vision or hearing, cultural disadvantages or other extrinsic factors. Dyslexia is of neurobiological origin (Altieri J. L, 2008). Identifying children with dyslexia is often very difficult in the early stages before third grade. Often, books read by children in first grade contain repetitive words. Much of the reading students do relies on memory and illustrations, not decoding. As a result, dyslexic students may be masked by repetitive reading and predictable texts (Gary E. S, 2008). Although it is difficult, it is not impossible. In order to provide students with early interventions, the best indicator to assess students early on would be spelling. Spelling requires students to decode, blend, and segment words, and generate a specific letter representation of phonemes. At the beginning of learning, students are exposed to writing known as “playful” writing. By using spelling in their writing, teachers will see if students are able to...... middle of paper......9). Works CitedAltieri, JL (2008). Dyslexic Fictional Characters: What Do We See in Books? Teaching Exceptional Children, 41(1), 48-54. Retrieved from http://search.proquest.com/docview/201153719?accountid=14055Gray, E.S. (2008). Understanding dyslexia and its educational implications: a case for supporting intense intervention. Literacy Research and Teaching, 47(2), 116-123. Retrieved from http://search.proquest.com/docview/205363462?accountid=14055 Schneider, W., Ennemoser, M., Roth, E., & Kuspert, P. (1999). Dyslexia Prevention in Kindergarten: Does Phonological Awareness Training Work for Everyone? Journal of Learning Disabilities, 32(5), 429-36. Retrieved from http://search.proquest.com/docview/194225878?accountid=14055 Skotheim, M (2009). Honoring the dyslexic child in a Montessori classroom. Montessori life, 21(1), 36-40