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INTRODUCTION Children with Dyslexia can be found in all schools and at all age levels. Earlier detection of learning difficulties is always better for the child. Many learning problems in childhood and even in adolescence go un-noticed, only to become a sudden shock to the parents when finally detected and labelled poor reading or poor spelling disability . Due to learning difficulties and learning gaps children are held back in the class so that they can catch up with their peers. But while such a measure might be justifiable from the teacher's standpoint and tolerated by the parents in the child's best interest, the youngster usually suffers agony and feels hurt. Instead of receiving specialized help with his learning problems, he is exposed to the same kind of instructions he already had in the previous class, thus he becomes bored, listless and resentful. Regardless of the age of the child at the time he experiences problems with reading, spelling, arithmetic, memory, oral expression, many signs of an impending failure are very characteristic and can be detected early if the teacher, parents and paediatrician are familiar with them. This study intended to understand the role of auditory discrimination as a significant predictor of developmental dyslexia during early ages of childhood. So that, specific measures can be taken to reduce the risk of dyslexia in the later ages. The proposed study would help to delve deep into neuro- cognitive processes and more specifically into auditory discrimination, part of central auditory processing to detect the relationship between auditory discrimination deficits and reading, spelling skills. Reading skill is recognised as the most important skill for a child to learn by both the parents and teachers. In a survey conducted among parents and teachers, over 62% parents identified,

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