The Dyslexia Foundation

For more than 30 years, TDF has been bringing together leading scientists from important fields in dyslexia research, while working to create a bridge between research and practice.

OUR MISSION is to To facilitate and disseminate scientific breakthroughs and advances in dyslexia through collaboration among neuroscientists, cognitive scientists, geneticists, and practitioners.

Dyslexia and Literacy: Understanding executive functions, language, and reading

This conference is designed for teachers, practitioners and parents to help them learn to identify, understand, and provide evidence-based teaching for students who have dyslexia and dyscalculia. The symposium will take place in Los Angeles, CA on February 15th, 2019.

Extraordinary Brain Series XVII in 2020

“Dyslexia in Vulnerable Student Populations: Leading for Change”

“Dyslexia in Vulnerable Student Populations: Leading for Change” Increasing the understanding of issues related to the diagnosis, eligibility, and treatment of reading disabilities and dyslexia in children of color and children growing up in poverty.

Support TDF with Amazon Smile

Set the Dyslexia Foundation as your selected charity on Amazon Smile and Amazon will donate a portion of the sale to the Foundation at no cost to you.

2018 Harvard Medical School Conference

Dr. Nadine Gaab

TDF Conference Session
Harvard 2018

The Developing Brain, Language, Reading, Heredity

Dr. Anthony Bashir

TDF Conference Session
Harvard 2018

Oral Language and Reading: Pre-K through Adolescence

Dr. Tiffany Hogan

TDF Conference Session
Harvard 2018

Assessing children who struggle with dyslexia and literacy: Connecting Oral Language and Reading

Sharon Plante, M.ED.

TDF Conference Session
Harvard 2018

Intervention: Integrating Technology, Oral Language and Reading

What is Dyslexia?

“Dyslexia is a brain-based type of learning disability that specifically impairs a person’s ability to read. These individuals typically read at levels significantly lower than expected despite having normal intelligence. Although the disorder varies from person to person, common characteristics among people with dyslexia are difficulty with phonological processing (the manipulation of sounds), spelling, and/or rapid visual-verbal responding. In individuals with adult onset of dyslexia, it usually occurs as a result of brain injury or in the context of dementia; this contrasts with individuals with dyslexia who simply were never identified as children or adolescents.  Dyslexia can be inherited in some families, and recent studies have identified a number of genes that may predispose an individual to developing dyslexia” NIH.gov.

What is the prognosis?

“For those with dyslexia, the prognosis is mixed. The disability affects such a wide range of people and produces such different symptoms and varying degrees of severity that predictions are hard to make. The prognosis is generally good, however, for individuals whose dyslexia is identified early, who have supportive family and friends and a strong self-image, and who are involved in a proper remediation program” NIH.gov.

More Dyslexia Resources and Research

Become a TDF member

Your online membership directly supports The Foundation’s efforts to provide information, resources, and events to educators across the country.

Find a TDF Affiliate near you

Find clinicians, researchers, and schools near you.  

View our Conference Videos

Browse our archive of past conferences to learn about current research and classroom education practices related to Dyslexia.

What research is being done?

Two institutes of the National Institutes of Health (NIH) support major research on dyslexia (and other institutes may on occasion also support studies on learning disabilities or neurological conditions including dyslexia). The Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) and the National Institute of Neurological Disorders and Stroke (NINDS) support ongoing dyslexia research through grants to major research institutions across the country. 

 Current research avenues focus on developing techniques to diagnose and treat dyslexia and other learning disabilities, increasing the understanding of the biological and possible genetic bases of learning disabilities, and exploring the relationship between neurophysiological processes and cognitive functions with regard to reading ability and learning. This information is provided by the National Institute of Neurological Disorders and Stroke and the National Institute of Health.

More news and infromation from the Dyslexia Foundation

TDF – Extraordinary Brain Symposium XVI

EXTRAORDINARY BRAIN SYMPOSIUM XVI All about Language: Science, Theory, and Practice Неделя языка: эксперименты, теория, практика St. Petersburg, Russia May 28—June 1, 2018. The meeting will include various language-related topics with targeted speakers in...

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Secretary DeVos Convenes Parent Roundtable

Secretary DeVos Convenes Parent Roundtable to Mark National Learning Disabilities and Dyslexia Awareness Month OCTOBER 25, 2017 Contact:   Press Office, (202) 401-1576, press@ed.gov WASHINGTON – As part of the Department's recognition of National Learning...

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MIT Study finds brain connections key to reading

By: Anne Trafton | MIT News Office | Original Post | August 8, 2016 Pathways that exist before kids learn to read may determine development of brain’s word recognition area. A new study from MIT reveals that a brain region dedicated to reading has connections for that...

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Fixing the Failure Model

RESEARCH INDICATES THAT CHILDREN AT RISK FOR DYSLEXIA CAN BE IDENTIFIED BEFORE THEY BEGIN SCHOOL BY LEAH SHAFER, IMAN RASTEGARI, ON JUNE 14, 2016 9:25 AM (Boston Children's Hospital) Are we looking for dyslexia too late? Ongoing research at Boston Children’s Hospital...

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Investigating the Influences of Language Delay and/or Familial Risk for Dyslexia on Brain Structure in 5-Year-Olds

Early language delay has often been associated with atypical language/literacy development. Neuroimaging studies further indicate functional disruptions during language and print processing in school-age children with a retrospective report of early language delay. Behavioral data of 114 5-year-olds with a retrospective report of early language delay in infancy (N = 34) and those without (N = 80) and with a familial risk for dyslexia and those without are presented

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Never Quit Trying Bracelet

Bracelet purchases will allow The Dyslexia Foundation sponsor teachers to attend our fall conference and other events held by the Foundation.

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