Currently I teach the CCLD Level 2 and 3 in early years and also the Teaching Assistant courses at level 2 and 3 for schools. These are delivered at The Oldham College. My learners are aged between 16 and 60. I undertake teaching to part time, voluntary and employed learners from a variety of child care settings. My paper will explore the learning needs of dyslexic children in schools and the strategies that can be used by teachers and teaching assistants to support their needs. This is a particular issue that has been identified both with the college’s students and as an area that my student’s want additional support with to help them undertake their role in the workplace in relation to dyslexic children. I will identify examples of good practice and areas to avoid whilst teaching dyslexic learners and children. In my current cohort of learners one in ten has been assessed as having dyslexia. In schools it is said that at least one child in ten is likely to be dyslexic to some degree (Hornsby 1997). Identifying dyslexia in children early would benefit them by being able to put support in place earlier to keep children engaged. In this essay, I will explore how certain behavioural markers can help the teacher more effectively diagnose the needs of any learner in the classroom. Given the high percentage of undiagnosed cases of dyslexia it is especially important that teachers and teaching assistants have the knowledge and understanding to deal with these necessary learning needs.