Differences Within Differences

Dyslexia and Literacy Conference Series
October 13th, 2017 – Joseph B. Martin Conference Center
Harvard Medical School, Boston, MA

Differences Within Differences

Dyslexia and Literacy Conference Series
February 15th, 2018
Los Angeles, CA

Jay Rueckl, director of the University of Connecticut’s Brain Imaging Research Center

publishes of  study looking at how the human brain reads.  Findings have implications for teaching and improving reading skills.

MIT Study finds brain connections key to reading

Pathways that exist before kids learn to read may determine development of brain’s word recognition area.

The Dyslexia Foundation

TDF is a non-profit organization, established in 1989 to identify and assist children with dyslexia – to establish higher levels of learning through specialized programs promoting better reading.

OUR MISSION is to promote scientific breakthroughs in the early detection, prevention and remediation of dyslexia and related reading difficulties. To disseminate new findings and deploy new evidence-based approaches. To prevent the suffering caused by reading failure and unlock the full potential of children and adults with dyslexia so that they may personally succeed and contribute to society.

In Memory of Helen Underwood Baker (1923 – 2017)

The Dyslexia Foundation fondly remembers and honors Helen U. Baker for her generous underwriting of the founding and ongoing support of TDF. Without her unconditional support, the outstanding Extraordinary Brain Series (EBS) (now planning it’s 16th major international symposium) and the several other activities of TDF (including teacher continuing education meetings across the country and in conjunction with EBS symposia internationally) would not have been possible. A private and selfless woman, She has always felt that the most important thing in life is a great education – making sure all of her children and grandchildren received the support they needed, inside or outside the classroom, in order to have an excellent schooling experience.   Helen Baker

Helen Baker avidly supported the Foundation’s efforts to raise awareness on the importance of reading research and interventions.  Her lifelong efforts and attention to the importance, not only of education and research into it but also to encouraging strong and mutual collaboration between research and practice, continue to inspire the Foundation’s work. We shall miss her and continue to honor her for everything she has done to make EBS XVI and the other important work of TDF possible.


Please help to solidify her legacy by donating to the Helen Underwood Baker Endowment Fund.


Local Business Supports TDF

Mad Good Cookies in Ne Bedford, MA is giving a percentage of every online sale to the Foundation to support our Mission. Learn how to order…

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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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Yvette Blaess

The Dyslexia Foundation is proud to announce that Ms. Yvette Blaess, former Miss Virginia Beach 2015, will serve as ambassador and spokesperson for The Dyslexia Foundation as she competes in the 2016 Miss America World Pageant, “Beauty with a Purpose.”

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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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Joyce Bulifant

The Dyslexia Foundation is excited to see Joyce Bulifant receive a 2015 Broken Glass Award

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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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What is Dyslexia?

Dyslexia is a brain-based learning disability that specifically impairs a person’s ability to read. These individuals typically read at levels significantly lower than expected given their overall 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. Dyslexia can be inherited, and recent studies have identified a number of genes that may predispose an individual to developing dyslexia.

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. 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.