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: To facilitate and disseminate scientific breakthroughs and advances in dyslexia through collaboration among neuroscientists, cognitive scientists, geneticists, and practitioners.

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Dr. Joanna Christodoulou

Associate Professor;
MGH Institute of Health Professions

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Poverty, the Brain, and Early Literacy Development

Gwendolyn Cartledge, Ph.D.

Professor of Physical Activities and Educational Services
The Ohio State University

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Who are Vulnerable Students?

Rachel Romeo, Ph.D., CCC-SLP

Assistant Professor
University of Maryland

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The Relationships between Language Development, Early Literacy, and Socioeconomic Status

Paul Morgan, Ph.D.

Professor
Penn State University

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Re-thinking Over and Underrepresentation of Vulnerable Students in Special Education

Julie Washington, Ph.D., CCC-SLP

Professor
University of California, Irvine

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Assessing Children who are Historically Underserved

Carla Stanford, M.Ed.

Ed.D. Candidate
University of California, Irvine

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Culturally Responsive Reading in the Classroom: Teaching Beyond the Instruction

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.
NIH.gov

What is the prognosis?

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“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.
NIG.gov

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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.

Latest Research

Read about the latest research from our affiliated Researchers, partners, Scientific Advisory Board members.
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Past Conference Videos

Watch video sessions from past conferences from leading experts in science and education.
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