The existence of dyslexia is still an active debate. This discussion is mainly based on whether Dyslexia is created by unsuccessful teachers due to using the wrong teaching methods and comparing some countries` high literacy rate and whether their own countries ignoring other relevant dimensions in the language structures. Unlike mainstream views, many scholars state that dyslexia is a learning disorder (Elliott and Grigorenko, 2014, Rose, 2009) which negatively affects children`s reading, writing, and spelling improvement. Gabor (2010) stated that there are many indicators of dyslexia, such as decoding, comprehension, spelling, concentration, auditory, sequencing, motor skills and organization problems. Further, it is argued that spelling and reading comprehension are the main identifiers and these points are the most significant parts of dyslexia. This paper aims to reveal dyslexia is not a `fiction` and the high literacy rate in a different language structure do not mean whether dyslexia exists. Article visualizations
