 Through the use of compensation strategies , therapy and educational support , dyslexic individuals can learn to read and write . There are techniques and technical aids which help to manage or conceal symptoms of the disorder . Removing stress and anxiety alone can sometimes improve written comprehension . For dyslexia 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 . It has been found that reinforced collateral training focused on reading and spelling yields longer @-@ lasting gains than oral phonological training alone . Early intervention – that done while the language areas of the brain are still developing – is the most successful in reducing the long @-@ term impacts of dyslexia . There is some evidence that the use of specially @-@ tailored fonts may mitigate the effects of dyslexia . These fonts , which include <unk> , <unk> , and <unk> <unk> , were created based on the idea that many of the letters of the Latin alphabet are visually similar and may therefore confuse dyslexics . <unk> and <unk> both put emphasis on making each letter more distinctive in order to be more easily identified . Font design can have an effect on reading , reading time , and the perception of legibility of all readers , not only those with dyslexia . 
