What is Dyslexia? A Definition for a New Era

In recent years, dyslexia has become a more widely recognized – and sometimes misunderstood – learning disability. Dyslexia affects more than just reading and spelling. As our understanding of literacy and the brain continues to evolve, so must our definition of dyslexia.

The 2002 International Dyslexia Assosiation Defintion

In 2002, the International Dyslexia Association (IDA) defined dyslexia as:

"…a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge."

This definition has become the gold standard for defining dyslexia. For over 20 years, it has guided state and federal policy, been referenced by researchers, and helped parents, teachers, and individuals understand what dyslexia is. This definition has helped thousands of students receive specialized reading instruction in school.

Expanding the Definition of Dyslexia: The Proposed 2025 Definition

Significant research has been conducted since the original 2002 definition of dyslexia was developed. In response, the IDA tasked a team of experts to redefine dyslexia. The new proposed definition is as follows:

"Dyslexia is a specific learning disability characterized by difficulties in word reading—affecting accuracy, speed, or both—and/or spelling, that can vary depending on the written language system. These difficulties reflect performance at the low end of a continuum of literacy skill and occur despite evidence-aligned instruction that is effective for the individual’s peers. The cause and development of dyslexia involve the interplay of multiple biological and environmental influences. Phonological and/or morphological difficulties are common but not always present. Among the secondary consequences are limitations in language development and academic progress as well as challenges to psychological well-being and vocational opportunities. Although identification and targeted instruction are important at any age, language and literacy support before and during the early years of education can be particularly effective."

The revised 2025 definition preserves key elements of the previous definition while offering an expanded view, acknowledging:

• A more international perspective, inclusive of different written alphabetic systems
• Environmental and biological influences contributing to dyslexia
• Phonological and morphological difficulties
• Impacts on language development, academic progress, vocational opportunities, and general well-being
• The importance of early identification and intervention

This updated definition provides a broader, more comprehensive view of dyslexia. The IDA has invited public comment on its new definition, which will officially be released in conjunction with the IDA’s 2025 Annual Reading, Literacy, and Learning Conference, held in Atlanta, Georgia, October 23-25, 2025.

Brainspring's Perspective: Aligned & Evolving

At Brainspring, we welcome this expanded definition. Since 1991, Brainspring has been committed to improving the lives of children with dyslexia and other reading difficulties through our innovative Orton-Gillingham structured literacy approach. The revised definition reflects what our team of experts already knew: Dyslexia is a multifaceted reading difficulty, the symptoms of which can be improved through instruction based on the science of reading.

Brainspring’s Phonics First® and Structures® programs, which are grounded in the science of reading, were initially created for students with dyslexia, but have proven effective across a wide range of educational areas, including general and special education classrooms, intervention settings, and one-on-one tutoring.

We are proud to support beginning, at-risk, and struggling readers and students with dyslexia using our multisensory structured literacy approach. The IDA’s revised definition strengthens our resolve to provide educators with the knowledge and tools to provide research-backed literacy instruction to their students.

Visit Us at the 2025 IDA Conference

Brainspring is excited to be part of the 2025 IDA conference. We invite you to visit our booth to explore our newest products:

• Talewinds™ decodable readers: This collection of paperback books follows a carefully sequenced path that reinforces phonics skills while bringing stories to life through rich, recurring characters and engaging, imaginative plots
• Handwriting: Lessons for Print™. The unique, multisensory program offers explicit, systematic instruction in handwriting – from prewriting skills through connected text writing – and is supported by the science of reading.

We will also be sharing our expertise at the conference through our presentations.

• Poster Presentation: The Decodable Difference: Supporting Accuracy, Confidence, and Fluency through Engaging Text
• Poster Presentation: Breaking Down Words to Build Up Readers: Morphology in the Secondary Classroom
• Speaking Presentation: Increasing Vocabulary and Word Recognition in Elementary, Adolescent, and Multilingual Learners through Morphology

Our team of experts will be available to answer questions and connect with literacy leaders, educators, parents, and other stakeholders. We look forward to seeing you there.

The Brainspring Solution

Dyslexia is not a one-size-fits-all diagnosis, nor does it have to be a barrier to success. With early identification and research-aligned instruction, all students can grow and thrive. At Brainspring, we’re here to support you every step of the way.