What is Dyslexia:
“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 genetic, 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.”
The International Dyslexia Association (IDA) is pleased to share the 2025 Dyslexia Definition, developed through a rigorous, collaborative process to reflect the latest research and the lived experiences of individuals with dyslexia. To explore the definition in greater depth, including the scientific and community-based foundations that informed its development, visit the 2025 IDA Definition Explanation below and view the IDA Definition Presentation.
Signs of Dyslexia by age/stage:
dyslexia.yale.edu/dyslexia/signs-of-dyslexia/
What is an academic language therapist:
Academic language therapists are highly trained in the remediation of written language skills.
What is academic language therapy:
Academic language therapy is educational, structured, multi-sensory, diagnostic and prescriptive therapy used to remediate dyslexia and/or written-language disorders. These services are therapeutic rather than tutorial and emphasize reading, spelling, handwriting, and written expression areas.
Multi-sensory:
The term multi-sensory denotes instruction that engages more than one sense when teaching. Engagement of visual, auditory, and/or kinesthetic-tactile pathways simultaneously enhances memory and learning of written language by allowing students more than one way to make connections.
International Dyslexia Association Fact Sheet on Multisensory teaching:
https://dyslexiaida.org/multisensory-structured-language-teaching-fact-sheet/
Understood.org page on multisensory teaching:
https://www.understood.org/en/school-learning/partnering-with-childs-school/instructional-strategies/multisensory-instruction-what-you-need-to-know
What is a CALT:
“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 genetic, 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.”
The International Dyslexia Association (IDA) is pleased to share the 2025 Dyslexia Definition, developed through a rigorous, collaborative process to reflect the latest research and the lived experiences of individuals with dyslexia. To explore the definition in greater depth, including the scientific and community-based foundations that informed its development, visit the 2025 IDA Definition Explanation below and view the IDA Definition Presentation.
Signs of Dyslexia by age/stage:
dyslexia.yale.edu/dyslexia/signs-of-dyslexia/
What is an academic language therapist:
Academic language therapists are highly trained in the remediation of written language skills.
What is academic language therapy:
Academic language therapy is educational, structured, multi-sensory, diagnostic and prescriptive therapy used to remediate dyslexia and/or written-language disorders. These services are therapeutic rather than tutorial and emphasize reading, spelling, handwriting, and written expression areas.
Multi-sensory:
The term multi-sensory denotes instruction that engages more than one sense when teaching. Engagement of visual, auditory, and/or kinesthetic-tactile pathways simultaneously enhances memory and learning of written language by allowing students more than one way to make connections.
International Dyslexia Association Fact Sheet on Multisensory teaching:
https://dyslexiaida.org/multisensory-structured-language-teaching-fact-sheet/
Understood.org page on multisensory teaching:
https://www.understood.org/en/school-learning/partnering-with-childs-school/instructional-strategies/multisensory-instruction-what-you-need-to-know
What is a CALT:
What is a Speech-Language Pathologist: Speech-Language Pathologists (SLPs) work with people of all ages and treat many types of communication. These include problems with: speech sounds, language, literacy, social communication, voice, fluency, and cognitive communication.
