Dyslexia, also known as dyscalculia, is one of the most common specific learning difficulties. Dyslexia is a learning disability as defined by the International Dyslexia Association. It is a specific language impairment that stems from a deficit in the ability to decode words, usually reflected in the ability to process sounds and rhymes. This decoding ability is not necessarily related to age, other cognitive abilities, or academic ability, nor is it caused by a general developmental disability or sensory impairment. In addition to reading, dyslexia can affect other language-related skills such as writing and spelling. Parents of children with dyslexia usually think that these children are not serious about their studies and have poor intelligence, but this is not true. Children with dyslexia will have the following characteristics: 1. reading struggle, reading the wrong words; 2. not understanding the content after reading; 3. reading aloud is not fluent, skipping words, skipping lines; 4. avoiding writing, writing difficulties, poor font, easy to write the wrong words; 5. long copying time, need to look at a write a; 6. short attention span; 7. low efficiency in listening, hyperactivity; 8. lack of motor cells, poor balance; 9. Poor pencil grip, clumsy movements in tying shoelaces and using chopsticks; 10. Poor interpersonal skills, introverted and shy or impatient; 11. Low self-confidence and easy to give up; 12. Smart, but unable to use for learning. Reading: skipping words and missing lines, adding words, replacing words, reading backwards and forwards, guessing the meaning of the text, or unable to understand the reading content, confusing similar words, e.g., stick and hold, splitting words, e.g., “Old Li at night” may be read as “Old Muzi day free”, unable to think about the picture from the text, more Love to read books with pictures, reject books with a lot of words, can’t read math application problems, difficult to break sentences, slow to read, still misses words with finger-assisted reading. Writing: homophones, e.g., “mutual” may be written as “mutual incense” Difficulty in copying from the blackboard, mirror reversal, e.g., writing left and right upside down, misplaced radicals: e.g., “部 “The font is skewed, different sizes, beyond the grid line or too small, easy to write wrong words, or others can’t understand, neat handwriting but struggle to hold the pencil, slow writing, no space between words, for example, in English sentences, no space between two words spelling grammatical errors. In mathematics: difficulty with mental arithmetic, difficulty remembering the 9-9-9 tables, inability to think numerically, poor conception of order or quantity, difficulty understanding the meaning of problems, difficulty with logical computation. In other words, academic achievement is not the same as dyslexia; dyslexia is not the same as poor academic achievement. We need to understand their difficulties, recognize their learning potential, and identify ways to help them.