What is dyslexia? “Dyslexia is a specific learning disability characterized by difficulties in word reading and/or spelling that involve accuracy, speed, or both and vary depending on the orthography. These difficulties occur along a continuum of severity and persist even with instruction that is effective for the individual’s peers. The causes of dyslexia are complex and involve combinations of genetic, neurobiological, and environmental influences that interact throughout development. Underlying difficulties with phonological and morphological processing are common but not universal, and early oral language weaknesses often foreshadow literacy challenges. Secondary consequences include reading comprehension problems and reduced reading and writing experience that can impede growth in language, knowledge, written expression, and overall academic achievement. Psychological well-being and employment opportunities also may be affected. Although identification and targeted instruction are important at any age, language and literacy support before and during the early years of education is particularly effective.”
[Adopted by the IDA Board of Directors on October 22, 2025. For more detailed context, please visit the 2025 IDA Definition Explanation, which includes the IDA Definition Presentation. The 2002 Definition Consensus Project remains available as a historical reference.]
How widespread is dyslexia? About 5% of the school population nationwide has a learning disability in reading that qualifies them for special education. Many more people – as many as 20% of the population as a whole – have some of the symptoms of dyslexia, including slow or inaccurate reading, poor spelling, poor writing, or mixing up similar words. Even though they may not qualify for special education, they still struggle with many aspects of academic learning.
Is there a lack of effective training and instruction? Educators (including general education teachers, reading specialists and special education teachers) often receive no training on dyslexia. As a result, many California families whose children demonstrate characteristics of dyslexia are struggling to secure effective reading instruction for their children within public schools. There is no systematic screening* of students at risk for dyslexia, and very few opportunities for the evidenced-based instruction that is needed for these students. This is not a “failing school” issue. This is an issue that affects families in all school districts across our state regardless of demographics.
New legislation (SB 114), which DDCA helped pass, will require kindergarten through second grade (K-2) universal screening for reading difficulties, including risk of dyslexia, beginning with the 2025-26 school year.
Studies show that individuals with dyslexia process information in a different area of the brain than do non-dyslexics. Check out this video:
Here are a few informative websites that describe the signs of dyslexia:
- International Dyslexia Association
- National Center for Learning Disabilities
- Susan Barton, Bright Solutions for Dyslexia
- Sally Shawitz, Yale Center for Dyslexia & Creativity
Typically the signs of dyslexia are right beneath the surface.
This graphic shows the hidden disability: Dyslexia.
Credit: Image courtesy of Lexercise