Dyslexia is a congenital disorder characterized by unexpected difficulties in learning to decode and write words in relation to one's verbal intelligence, motivation and educational opportunities ( Gray E. S, 2008). People have many misconceptions about dyslexia which includes visual impairment, low IQ, dyslexia is treatable and this learning disability affects males more often than females. Indicators of dyslexia change over time as it is a developmental process. It is difficult to identify children with dyslexia; however it becomes more apparent as they progress through school. Experts agree that dyslexia is a learning disorder that affects language processing and does not occur due to low intelligence, lack of motivation, poor education, vision or hearing problems, 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. The books read by children in first grade often contain repetitive words. Much of the reading students do is supported by memory and illustrations, not decoding. Therefore, students with dyslexia may be hidden by repetitive reading and predictable texts (Gary E. S, 2008). Even if it is difficult it is not impossible. In order to provide students with early interventions, the best indicator to evaluate students during the initial stage would be spelling. Spelling requires students to decode, blend, and segment words and generate a specific letter representation of phonemes. During the initial phase of learning students are exposed to writing known as “play” writing. By using spelling in writing, teachers will see if students are able to ... half of the paper ......9). Works Cited Altieri, J.L. (2008). Fictional characters with dyslexia: 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 intensive intervention. Literacy Research and Education, 47(2), 116-123. Retrieved from http://search.proquest.com/docview/205363462?accountid=14055Schneider, W., Ennemoser, M., Roth, E., & Kuspert, P. (1999). Preventing dyslexia 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=14055Skotheim, M (2009). Honoring the child with dyslexia in a Montessori classroom. Montessori life, 21(1), 36-40