The dyslexia subgroups can be described as follows:

Surface : person can read words phonetically but has problems with whole word recognition (i.e. yacht ---> yatchet).

Phonological : person can read familiar words by using whole word method but has difficulty "sounding out" words that are new or letter-to-sound decoding problems.

Spelling : person can read individual letters that lead to reading words if given enough time but has problems recognizing the word as a whole and phonetically (i.e. men ---> h-e-n).

Direct : person can read aloud without comprehension that is similar to speech comprehension aphasias like anomia.

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Since all dyslexics do not possess the same symptoms, Ingram suggested dividing dyslexia into three categories, visuospatial difficulties speech sound difficulties correlating difficulties Persons with visuo-spatial difficulties cannot recognize groups of letters. They may tend to guess words by shape and not by context. People with this form of dyslexia may also confuse reversible letters, transpose letters in syllables and syllables in words and words in phrases. They have trouble reproducing letters in writing and may confuse letter, syllable and word order. They may also read words backwards. Those with speech sound difficulties have problems in understanding spoken language. Difficulty arises in breaking words into syllables and in forming sentences. Those who have problems correlating are unable to find the appropriate speech sounds for individual letter or sounds in writing (this is seen more commonly with monosyllabic words). Researchers began to standardize the concept of dyslexia as case studies and investigations increased. The divisions below are listed according to the researcher of dyslexia. (Snowling Margaret, 1972)

• Boder's- Reading-Spelling Pattern Dysfunction Boder developed a diagnostic screening tool for developmental dyslexia from which she divided into three subtypes: Dysphonetic- This is the largest of the three divisions. This is viewed as a disability in associating symbols with sounds. The misspellings typical of this disorder are phonetically inaccurate. The misreadings are substitutions based on small clues, and are also semantic. Dyseidetic- In this group there are deficits in vision and memory of letters and word shapes. The person is unable to develop a sight vocabulary. However they have the ability to acquire adequate phonetic skills. Alexic or mixed dyseidetic and dysphonetic- This subtypecombines the deficit of the first two groups. This person may have disability in both sight vocabulary and phonetic skills. The majority of dyslexic people have the mixed type.

• Bateman's-Visual learners, Auditory learners, Visual and Auditory deficits. Bateson (1968) identified three categories based on the Illinois test of Psycho linguistic Abilities. They are: good visual memory but poor auditory memory good auditory memory but poor visual memory poor visual and auditory memory. In this case reading disability is severe and difficult to remedy deficits.

• Smith's Three Patterns based on WISC and WAIS tests. He described three pattern dyslexics: those who have strong spatial ability also score lower in symbol manipulation and sequencing. those who had problems in spatial organization and perceptual organization also have visual-motor coordination deficits. those who have deficits characteristic of pattern i and ii.
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These difficulites may be severe to mild and depending on severity will affect the ease at which reading develops. Remediation should target the weaknesses however teaching should concentrate on the strengths. These visual and auditory aspects of reading do not necessarily develop in tandem. Often sight word reading will develop but stop until phonological decoding can be used to identify new words. Research has shown that a word becomes a sight word and is instantly recognised after we have correctly identified it between 3-8 times.