Defining Dyslexia: Exciting Research and Its Impact on Students

Intervention is driven by research-based practices, and incorporating phonological processing into the definition of dyslexia empowers teachers to make a broader shift in early identification and awareness of dyslexia in pre-K and kindergarten. It also provides an opportunity to advocate for resources that enhance phonological processing in general education classrooms. Use this transition as an opportunity to initiate critical conversations that will maximize your expertise and raise awareness, skills, and strategies for supporting students with dyslexia