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Dyslexia is often described as ‘a specific learning difficulty’. The key word here is specific because a student assessed as dyslexic does not have low intelligence. He/she is able to understand and communicate in an intelligent way. The problem only surfaces when reading, spelling and writing become a key point in their education. A small proportion of dyslexic students may mispronounce words long after childhood.
It is estimated that 10 % of children are dyslexic to varying degrees. There are several areas of difficulty experienced by a dyslexic child; few experience all of them.
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