Dyslexia means a disorder of constitutional origin manifested by a difficulty in learning to read, write, or spell, despite conventional instruction, adequate intelligence, and sociocultural dysgraphia, and developmental spelling disability. Related disorders includes similar to or related to dyslexia such as developmental auditory imperception, dysphasia, specific developmental dyslexia, developmental dysgraphia, and developmental spelling disability.

Dyslexia is a specific learning disability that is neurological 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. Adopted by the IDA Board, November 2002. This definition is also used by the National Institutes of Child Health and Human Development (NICHD), 2002.

This is the updated 2007, revised 2010 Handbook which includes the latest changes in the ADA law and updates to descriptors of dyslexia.

Click here to refer to what the Dyslexia Handbook states.

Please take a few moments to complete the Dylsexia Survey today!!!

Any of the LETRS workshops would enhance the knowledge of a teacher when working with students with Dyslexia or other reading difficulties. Click on Workshops to see these and any other workshops being offered at this time.

"For a dyslexic who does not yet know they are dyslexic, life is like a big high wall you never think you will be able to climb or get over. The moment you understand there is something called dyslexia, and there are ways of getting around the problem, the whole world opens up." Sir Jackie Stewart