The International Dyslexia Association defines “dyslexia” in the following way:

 

“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

Characteristics and Consequences of Dyslexia

Primary reading/spelling characteristics of dyslexia are difficulties with:

• Reading words in isolation
• Accurately decoding unfamiliar words
• Oral reading (slow, inaccurate, or labored without prosody)
• Spelling

• Segmenting, blending, and manipulating sounds in words (phonemic awareness)
• Learning the names of letters and their associated sounds
• Holding information about sounds and words in memory (phonological memory)
• Rapidly recalling the names of familiar objects, colors, or letters of the alphabet (rapid naming)

• Variable difficulty with aspects of reading comprehension
• Variable difficulty with aspects of written language
• Limited vocabulary growth due to reduced reading experiences

(Taken from The Dyslexia Handbook: 2024 Update)

Evaluation and Identification of Dyslexia

Dyslexia is a specific learning disability. Therefore, the evaluation/identification of dyslexia is treated the same way as other IDEA-eligible disability categories in terms of the referral process. Anytime the Local Education Agency (LEA) suspects or has reason to suspect that a student has dyslexia or a related disorder and needs services, the LEA must seek parental consent for a full individual and initial evaluation (FIIE) under the Individuals with Disabilities Education Act (IDEA).
(Appendix A- Dyslexia Handbook FAQ)

Screening

In addition to dyslexia instruction, accommodations provide the student with effective and equitable access to grade-level or course instruction in the general education classroom. Accommodations are not one size fits all; rather, the impact of dyslexia on each individual student determines the necessary accommodation. Listed below are examples of reasonable classroom accommodations:

• Copies of notes (e.g., teacher- or peer-provided) 
• Note-taking assistance 
• Additional time on class assignments and tests 
• Reduced/shortened assignments
• Alternative test location that provides a quiet environment and reduces distractions 
• Priority seating assignment 
• Oral reading of directions or written material 
• Word prediction
• Audiobooks 
• Text to speech 
• Speech to text 
• Electronic spellers 
• Electronic dictionaries 
• Formula charts 
• Adaptive learning tools and features in software programs