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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.