Abstract The question of why some children have difficulty learning to read has been the focus of a great deal of research over the past four decades and much has been learnt about the probable and improbable causes of such difficulty. It is increasingly recognized that reading problems in such children are manifested in extreme difficulties in acquiring basic reading sub skills such as word identification, and phonological letter-sound decoding. In order to assist these students, CBSE has introduced an Inclusive Education Program wherein the students’ need were used to cater with the qualified special educators and occupational therapist that use to deal with sensory issues of the differently-abled children. The present paper focuses on the cognitive markers of reading disability which incorporate phonological awareness, rapid automatization naming and working memory. As from the past researches it has been documented that dyslexics have a difficulty in developing conscious sensitivity to basic speech units (phonemes), and manipulating them (phonological awareness). From this study it has been proved that Dyslexics have difficulty in retaining the information for a brief period of time and this has been proved by the working memory test. Another significant finding which came into light was that dyslexic children have difficulty in reading words accurately and fluently and this is because the dyslexic children are phonologically deficit. The results suggest that dyslexic children have auditory processing deficits for phonological awareness tasks, rapid naming task and working memory.