Through the use of compensation strategies, therapy and educational support, individuals with<unk>  can learn to read and write. There are techniques and technical aids that help to manage or conceal symptoms of the disorder. Reducing stress and anxiety can sometimes improve written comprehension. For<unk>  intervention with alphabet-writing systems, the fundamental aim is to increase a child's awareness of correspondences between graphemes (letters) and phonemes (sounds), and to relate these to reading and spelling by teaching how sounds blend into words. Reinforced collateral training focused on reading and spelling may yield longer-lasting gains than oral phonological training alone. Early intervention can be successful in reducing reading failure. Research does not suggest that specially-tailored fonts (such as<unk>  and OpenDyslexic) help with reading. Children with<unk>  read text set in a regular font such as Times New Roman and Arial just as quickly, and they show a preference for regular fonts over specially-tailored fonts. Some research has pointed to increased letter-spacing being beneficial. There is currently no evidence showing that music education significantly improves the reading skills of adolescents with<unk> .
Dyslexia
Hearing loss
Diplophonia
Visual impairment
Dysgraphia
Reading
Social-emotional agnosia
Misophonia