The International Dyslexia Association released an updated definition of dyslexia at their annual conference this month. The new definition better clarifies how dyslexia is developed within an individual and what types of learning issues an individual with dyslexia may have. The new definition better describes the complexity of the disability and when individuals should begin receiving support to minimize the struggles that accompany dyslexia. The revised definition of dyslexia was completed under the direction of Charles Haynes, Hugh Catts, and Malt Joshi, who considered research gathered since the previous definition was published.
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 genitive, 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 (IDA, 2025).
