Being a twenty-year-old college student with dyslexia is not easy; it takes me longer than the "average" college student to complete assignments. At an early age I realized that I was not like all the other students. From second to fifth grade- and even for a couple months into sixth grade- I was in a completely different reading class than everyone else- minus the five to six other students who were my reading class. Even at a young age, being separated from the rest of your class can diminish ones self-esteem. Being separated from the rest of your class makes your feel stupid to another level. Every time you stand up to go to reading class you can’t help but to shamefully put your head down and walk past all your classmates. That is, until you finally show improvement. The moment when reading starts to somewhat make sense is an unforgettable feeling. It’s more than just becoming a better reader; you start to feel like a normal kid again. Reading today is by no means easy, but if I begin to have trouble, I have the tools and the knowledge to overcome my trouble- for the majority of the time. The only reason that was possible was because of the reading intervention program; reading intervention programs for children with dyslexia are effective and should be more available to children who need it. Oswald Berkhan was the first person to identify dyslexia. While Berkhan identified dyslexia in 1881, the term ‘dyslexia’ was not used until 1887 when an ophthalmologist by the name of Rudolf Berlin used it to refer to a boy in a case of his who had trouble reading and writing even though the boy showed normal intelligence as well as normal physical abilities. With the initial discovery of dyslexia being over 130 years ago, we now know much more about it. According to Holly Pevzner, dyslexia is “a neurobiological disorder that interferes with a child’s ability to access the individual sounds of spoken words” (“When READING Isn’t Esay” 66). We now know that 70-80% of people who have trouble reading are likely