12/21/2025
Parents across Minnesota deserve to know: the International Dyslexia Association has released a new definition of dyslexia (2025), and itās a game-changer.
The updated definition recognizes that:
Dyslexia is a specific learning disability that shows up in word reading and/or spelling, with challenges in accuracy, speed, or both.
These difficulties persist even with good instruction, meaning itās not about effort or intelligence.
Dyslexia exists on a continuum of severity and can look different across languages and writing systems.
Causes are complexāgenetic, neurobiological, and environmentalāand early oral language weaknesses often foreshadow literacy struggles.
The impact goes beyond reading: it can affect comprehension, writing, academic achievement, emotional well-being, and even future employment.
For Minnesota parents, this matters because:
Schools now have a clearer, research-based definition to guide identification and support.
The emphasis on early intervention aligns with what families have been advocating forācatching literacy challenges before they snowball.
By acknowledging the broader consequences, the definition underscores why special education services, structured literacy, and teacher training are critical in our state.
It validates parentsā lived experiences: dyslexia is real, persistent, and requires systemic support, not just ātry harderā messages.
This new definition gives families in Minnesota a stronger foundation to demand the literacy instruction and accommodations their children need. Itās not just a new paragraphāitās a tool for advocacy, a reminder that early, evidence-based support changes lives.
