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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


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