It is estimated by the BDA that 10% of the British population are dyslexic and 4% can be classed as being severe sufferers. Dyslexia is identified as a disability as defined in the Disability Discrimination Act 2005. Many dyslexic people, adults or children, are unable to fulfil their potential as a significant number of the population do not understand what dyslexia is, the difficulties, and how to support them. Dyslexia is not an evident difficulty; it is out of sight. As a consequence, dyslexic people have to rise above many barriers to make a full contribution to society. Early identification of dyslexia is crucial to ensure that children are supported as early as possible this is one of the reasons that I ensure that all nursery nurses, teaching assistants that I teach have a basic knowledge of causes, symptoms and some strategies to help children to overcome these barriers as well as knowing who to contact for specialist advice and diagnosis. Oldham’s under 16 population is estimated to be 47,800 in 2011 (Oldham MBC) if 10% of these are dyslexic this equates approximately 4780. Teachers and assistants need to incorporate different learning styles in order to ensure that they are meeting the needs of these learners.Dyslexia is sometimes from birth and can remain a constant barrier in life. Some features of dyslexia are difficulties with phonological processing, rapid naming, working memory, processing speed, and the automatic development of skills that may not match up to an individual’s other cognitive abilities. Dyslexia can be defiant to traditional teaching methods, but its effect can be tackled by interventions, for example building the confidence of children. One of the things that I teach my learners is the importance of confidence building with the child. The teacher/assistant can do this by asking the child to identify what they are good at and then identify things that they are not so good at. In this way the child will quickly identify that they are good at more things than things that they are not good at. Another way to boost their confidence would be to use the star system of rewarding the child for non academic achievement this will help build the confidence of the young person. This new found confidence can help lay the foundation for the special kind of learning that the child needs to help them with their reading and spelling.