Objective: This study reviewed researches recently conducted on Dyslexia. Method: Studies were reviewed that had investigated the different dimensions of dyslexia. Results: These studies suggest that dyslexia is a specific learning disorder characterizing: deficits in word decoding, weak ability in fluency, spelling and representation. Unlike language which has simultaneous growth and evolution, and it is achieved in the developmental process, reading skills are acquired in higher ages and through educational interference. In this complex cognitive process, different skills involve simultaneously like: conception and discrimination of letters and sounds, correspondence between letter and sounds, labeling and depicting them, comprehension of groups of words in a sentence form, memory, movement, audio-visual factors which are all component parts of this process. Although many researchers have linked this disorder to low phonological awareness, and its related factors, studies have been done for discovering the neurons and biological origins of the disorder and they have led to remarkable results. This paper endeavors to study researches and results in each case by taking in to account different dimensions of dyslexia. Conclusion: Dyslexia has become a fertile ground for interdisciplinary studies and a model for elucidating biological, educational and socio-cultural factors of brain/cognition interactions.