12/21/2025
Parents across Minnesota deserve to know: the International Dyslexia Association has released a new definition of dyslexia (2025), and itâs 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 itâs not about effort or intelligence.
Dyslexia exists on a continuum of severity and can look different across languages and writing systems.
Causes are complexâgenetic, neurobiological, and environmentalâand 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 forâcatching 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 parentsâ lived experiences: dyslexia is real, persistent, and requires systemic support, not just âtry harderâ messages.
This new definition gives families in Minnesota a stronger foundation to demand the literacy instruction and accommodations their children need. Itâs not just a new paragraphâitâs a tool for advocacy, a reminder that early, evidence-based support changes lives.
