The articles chosen for this research were very helpful and profound. The articles explained how dyslexia works and how it functions differently in all students. The first article used was named Learning Disabilities by Max Wiznitzer and Debora L. Scheffel. This article stated the different learning disabilities involving students. They are present from birth or early childhood, neurologically based, and impact on the ability to learn or process information. Later on in the article it stated how Dyslexia was 80% of the disabilities that children had today. At the end of the article it stated how you can find out if your child has Dyslexia. The physician is the first professional approached by the family with concerns regarding developmental functioning. The purpose of this visit should include problems that the physician may have seen in your child. After he or she should refer you academic testing or any methods of teaching to help your child. Neurologic Examination of the School-age and Adolescent Child was an article that pertained to helping to better understand how Dyslexia comes about. The neurologic examination is a very versatile diagnostic instrument when determining Dyslexia. When using it one should detect localizing and lateralizing signs of nervous system abnormalities, and determine reliably the maturational level of cognitive, emotional, and motor capacities, as well as physical growth and development. Standardized test are usually helpful to analyze age appropriate specific hearing and visual loss problems found on the neurologic evaluation; to evaluate nerve and muscle functions further; or to quantitatively characterize developmental language disorders or dyslexia. Results were found an article called Quality of phonological representations, verbal learning, and phoneme awareness in dyslexic and normal readers, the article stated that results pre-test measures are displayed in two different groups. The two groups differed significantly on the measure of non-word decoding even though they matched closely on silent word decoding. In high school it gets even harder for students who have Dyslexia. Most of them become shy and even withdrawn from others while trying to finish their career in high school; sometimes even end up being put in special education. The article named Visual skills of poor readers in high school shows how some students in California were suffering in high school from being Dyslexic. Visual skills and visual acuity were measured in 461 students (average age 15.4 years) in 4 California high schools within the same school district. Participating st