An eleventh grade student whom we will called student X has learning problems. Which makes it hard for her to comprehend any information or even read? When asked to read in class out loud, it became very embarrassing moment for the student. The student has dyslexia. According to Elbro and Jerren (2005) a significant proportion of student’s reading problems can be explained by poor word decoding. The authors further reported that such serve problems with decoding and receiving can be referred to as Dyslexia. Learning disabilities are disorders of higher cognitive functions, present from birth or early childhood, neurologically based, and impact on the ability to learn or process information in one or more specific areas rather than a global intellectual impairment. In 1963, the term learning disability was formally introduced. At that time this term referred to disorders in development of language, speech, reading, and associated communication skills needed for social interaction. Of the many learning disabilities dyslexia is one of the top disabilities. It is proven that 80% of children in the United States have dyslexia. Due to differences of opinion in how dyslexia is assessed and determined, dyslexia may even be more prevalent (Shaywitz 2003). Using the 2003 definition, the International Dyslexia Association defines dyslexia as: A specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge. (Lyon et al. 2007) Three areas of the brain are required to effectively read: the anterior region, temporoparietal region, and the occipitotemporal region (Pugh et al. 2000). A small number people with dyslexia may have difficulties with the spatial skills needed for letter recognition, sequencing, or with comprehension of written language due to inadequate sight vocabulary or recall of earlier text. These skills are localized in the occipitotemporal area. The gap in reading skills increases as the no impaired reader becomes more in-depth with words and comprehending. Simply because of these difficulties they may face in their reading they tend to avoid tasks that require them to read or even comprehend when reading. Dyslexia deals with other parts of learning. For example Dyscalculia is the mathematics disability of dyslexia. People with this disorder have trouble understanding and comprehending math problems. These characteristics are representative of relatively deficient left hemisphere systems. Strange and Rourke (1985) have found that majority of children who experience difficulties in arithmetic calculation have deficiencies in one o>