Dyslexia is a specific learning disability characterized by difficulties with word recognition and poor spelling and decoding abilities. 

Dyslexia is a type of specific learning disability, a disorder in the basic psychological processes of understanding or using language.

Basic psychological processes are: attention, visual processing, auditory processing, phonological processing, sensory-motor skills, and cognitive abilities of association, conceptualization, and expression. 

An individual with dyslexia may struggle with decoding but have strengths in other cognitive functions of reasoning, critical thinking, and problem solving

To narrow the achievement gap for students with dyslexia and to ensure that these students receive the proper interventions, early diagnosis is important.

Dyslexia runs in families, family history is an important factor in screening for dyslexia. 

Often dyslexia accompanies or is accompanied with other conditions like dyscalculia, dysgraphia, or attention-deficit/hyperactivity disorder. 

Cultural, ethnic, or socioeconomic backgrounds do not affect prevalence of dyslexia, it is seen in individuals of all backgrounds equally. 

The cognitive and neurobiological bases of dyslexia are very well researched and understood scientifically.

Dyslexia usually presents as an issue with phonological processing or the specific individual sounds of spoken language, affecting speaking, reading, spelling, and learning of second languages for individuals with this learning disability. 

Dyslexia presents as poor phonological and orthographic processing in the brain patterns of individuals.

Dyslexia is also seen to show differences in the amount of chemicals in certain parts of the brain and in differences in the structure of risk genes for dyslexia.

The neural signatures for dyslexia are present in individuals with first languages other than English as well. 

Individuals with dyslexia do not have to exhibit discrepancy between reading and other cognitive abilities under IDEA criteria

Gifted children with lower reading abilities show a similar neural signature and can be qualified to receive services for dyslexia

Brain imaging is not to be prescribed for evaluation unless recommended clinically and medically.

The neural signatures of dyslexia do change with intervention. 

Neuroscience is showing evidence of the importance of identifying individuals with high risk for dyslexia as early as possible and even before they are at reading age.

Factors for identification in the pre-reading stage include: letter identification, letter-sound knowledge, phonological awareness, and family history of dyslexia.

Dyslexia has genetic markers as well, each presentation of one of these many genes increases chances of having dyslexia by a small amount.