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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February 2022 Virtual Conference
Dyslexia, Literacy & Vulnerable Student Populations

Dyslexia, Literacy & Vulnerable Student Populations:
The Science, Policy, and Culturally Responsive Practice Virtual Conference

February 11th, 2022
Virtual one-day conference
In partnership with
University of California, Riverside
(Pacific Standard Time)

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Dr. Joanna Christodoulou

Associate Professor;
MGH Institute of Health Professions

Rachel Romeo, Ph.D., CCC-SLP

Assistant Professor
University of Maryland

Paul Morgan, Ph.D.

Professor
Penn State University

Julie Washington, Ph.D., CCC-SLP

Professor
University of California, Irvine

Elsa Cardenas-Hagan, Ph.D.

Director
Valley Speech Language and Learning Center

Michael Solis, Ph.D.

Associate Professor University of California, Riverside

Joan Mele-McCarthy, D.A., CCC-SLP

Executive Director at the Summit School

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

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Past Conference Videos

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