Abstract
Language is the core in human communication which involves reading and writing. At birth, infants begin their linguistic development as they listen, observe, and decipher the rules of language. When a child reaches 4 years they have basic ability to decode and communicate with the spoken language. After 4 or 5 years most of the children begin to learn written language (alphabet) and thereby they learned to read or decode written language. But some children deviate from this normal language acquisition due to different factors. Learning disabilities are one of the key factors which affect language acquisition of the children. Among them, Dyslexia is the most common which is characterized by reading difficulties or inability to decode written language (graphemes) into reading (Phonemes) [1] . In Sri Lanka, there has been no study conducted to identify the exact prevalence of dyslexia. Most of the parents and teachers outside the major cities lack a clear awareness about dyslexia, hence most of the children in Sri Lanka face difficulties since the Sri Lankan education system entirely depends on reading and writing. So, treatment of dyslexia is a must. But treatment centers are only limited to a few major cities like Colombo and Kandy due to lack of specialized paediatricians and speech therapists. In Sri Lanka treatment of dyslexia is mostly conducted through traditional methods using pen and paper. In Lady Ridgeway Hospital for children and Ayati-National Center for Children with Disabilities, they are currently using the over-teaching method and multi-sensory method along with rapid naming activities, whiteboard activities, narrative therapy and storytelling. Based on the analysis of data collected through the interviews with paediatricians, speech therapists and parents of the dyslexic children, observations on dyslexic children and findings from literature we suggest the hypothesis that mobile games can be used to intervene dyslexia among children [2] , [5] .
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