Abstract
The present study focuses on the nature of reading and writing difficulties faced by dyslexics. It offers the patterns of errors commit by the learners and eventually face difficulties in learning the desired skills. In the present paper, various patterns are elicited so as to understand the cognitive as well as developmental bases of such occurrences. There are interferences caused due to the mother tongue influence on ESL acquisition. Based on the suggested patterns various intervention tools could be designed in order to facilitate the learners in a more engaging and encouraging way. A group of 6 students with dyslexia have been examined for the study.