State Policy and Dyslexia

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State Policy and Dyslexia

State Policy and Dyslexia

Dyslexia is the most common learning disability. It is commonly understood as a brain-based learning disability that specifically impairs a person’s ability to read.

Characteristics of dyslexia legislation include:

  1. A common definition of dyslexia
  2. Universal screening for dyslexia risk during elementary school
  3. Academic intervention in the early grades
  4. The use of evidence-based interventions
  5. The use of explicit, direct, and/or structured sequences of instruction
  6. Professional development to facilitate these objectives

Suggested Citation

National Center on Improving Literacy (2019). State policy and dyslexia. Washington, DC: U.S. Department of Education, Office of Elementary and Secondary Education, Office of Special Education Programs, National Center on Improving Literacy. Retrieved from http://improvingliteracy.org.

References

Petscher, Y., Fien, H., Stanley, C., Gearin, B., Gaab, N., Fletcher, J.M., & Johnson, E. (2019). Screening for Dyslexia. Retrieved from improvingliteracy.org.

Related Resources

California Department of Education

Read a guide aimed at helping educators identify, assess, and support students with dyslexia.

Topic: Dyslexia, Identification

Southern Regional Education Board

This brief lays out what researchers know about the learning differences associated with dyslexia, which reading interventions are effective for individuals with dyslexia, and what good state policies can mean for children and their families.

Topic: Dyslexia