Understanding dyslexia

Up to 1 in 5 people exhibit symptoms of dyslexia, a common language-based learning disability. Although developing and implementing an evidence-based assessment and intervention plan is crucial, very often the most important factor is early identification.

Dyslexia is a language-based reading and spelling disorder that typically results in lifelong impact to an individual. Dyslexia can be identified through medical or educational processes. Many professional and parent groups—including parents, school and clinical psychologists, speech-language pathologists, educational diagnosticians, reading specialists, general and special education teachers, school administrators, and government stakeholders—support individuals with dyslexia in a variety of ways. Collaboration among these groups is key to facilitating a productive, robust, evidence-based assessment and intervention plan.

The First Step Act (FSA) is the first federal law defining dyslexia:

Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.¹

The 2020 US Senate Resolution (S. Res. 765) states that dyslexia is:

(1) defined as an unexpected difficulty in reading for an individual who has the intelligence to be a much better reader; and

(2) most commonly caused by a difficulty in phonological processing (the appreciation of the individual sounds of spoken language), which affects the ability of an individual to speak, read, spell, and, often, the ability to learn a second language.