Materiały źródłowe

• #1 Debunking the Myths about Dyslexia | Dyslexia Help at the University of Michigan

  https://dyslexiahelp.umich.edu/parents/learn-about-dyslexia/what-is-dyslexia/debunking-common-myths-about-dyslexia

  Research has shown that dyslexia is a specific neurological learning disability that is characterized by difficulties with accurate and/or fluent word recognition, and by poor spelling and decoding abilities. […] While dyslexia is a lifelong learning disability, early and effective intervention can help a student keep-up and retain his grade level in school, as well as minimize the negative effects dyslexia can have such as low self-esteem. […] Statistics like these can never be certain, because each English-speaking country has its own identification criteria. […] Professionals such as speech-language pathologists who have in-depth training can accurately diagnose dyslexia as early as age 5. […] An individual with dyslexia often is confronted with challenges when attending school.

• #2 Dyslexia FAQ – Yale Dyslexia

  https://dyslexia.yale.edu/dyslexia/dyslexia-faq/

  Dyslexia affects 20 percent of the population and represents 8090 percent of all those with learning disabilities. It is the most common of all neuro-cognitive disorders. […] The Shaywitz DyslexiaScreen for the first time enables schools nationwide and internationally to quickly and reliably screen all kindergarten and first grade students for dyslexia, allowing early support and intervention. […] If the student qualifies for an IEP (Individualized Education Program) under the Individuals with Disabilities Education Act (IDEA), and the IEP recommends accommodations, then the school must provide them. If the student does not qualify for an IEP, he or she may still be eligible for accommodations under Section 504 of the Rehabilitation Act of 1973.

• #3 Cassidy, Mikulski Dyslexia Resolution Passes Senate by Unanimous Consent | U.S. Senator Bill Cassidy

  https://www.cassidy.senate.gov/news/press-releases/cassidy-mikulski-dyslexia-resolution-passes-senate-by-unanimous-consent/

  Whereas great progress has been made in understanding dyslexia on a scientific level, including the epidemiology and cognitive and neurobiological bases of dyslexia; and […] Whereas dyslexia is the most common learning disability and affects 80 percent to 90 percent of all individuals with a learning disability;

• #4 The Prevalence of Dyslexia: A New Approach to its Estimation

  https://pmc.ncbi.nlm.nih.gov/articles/PMC8183124/

  How prevalent is dyslexia? A definitive answer to this question has been elusive because of the continuous distribution of reading performance and predictors of dyslexia and because of the heterogeneous nature of samples of poor readers. […] In the present article, we replicate and extend a new approach for determining the prevalence of dyslexia. […] First, the prevalence of dyslexia is better represented as a distribution that varies as a function of severity as opposed to any single-point estimate. […] Second, samples of poor readers will contain more expected poor readers than unexpected or dyslexic readers. […] Third, individuals with dyslexia can be found across the reading spectrum as opposed to only at the lower tail of reading performance. […] These results have implications for screening and identification, and for recruiting participants for scientific studies of dyslexia.

• #5 Epidemiology of developmental dyslexia: A comparison of DSM-5 and ICD-11 criteria | medRxiv

  https://www.medrxiv.org/content/10.1101/2020.12.18.20248189v1.full-text

  The two major medical classifications (ICD-11 and DSM-5), define diagnostic criteria for developmental dyslexia that partly differ and that are open to multiple interpretations, inducing different prevalence estimates and discordant cases. […] Overall, prevalence estimates ranged from 1.3% to 17.2% depending on the criteria and thresholds used. A reasonable set of criteria and thresholds (1.5 SD below mean for reading score, -0.5 SD for achievement) yielded a prevalence of dyslexia in France of 6.6% according to DSM-5 and 3.5% according to ICD-11. […] Our results emphasize that the choice of classification and the operationalization of specific criteria have a large impact on who is diagnosed with dyslexia. […] Although it is acknowledged as a real public health issue, the exact prevalence of dyslexia remains a vexed issue, with estimates varying from 2% to 20% across studies.

• #6 (PDF) Epidemiology of developmental dyslexia: A comparison of DSM-5 and ICD-11 criteria

  https://www.academia.edu/85229254/Epidemiology_of_developmental_dyslexia_A_comparison_of_DSM_5_and_ICD_11_criteria

  The two major medical classifications (ICD-11 and DSM-5), define diagnostic criteria for developmental dyslexia that partly differ and that are open to multiple interpretations, inducing different prevalence estimates and discordant cases. […] Overall, prevalence estimates ranged from 1.3% to 17.2% depending on the criteria and thresholds used. A reasonable set of criteria and thresholds (1.5 SD below mean for reading score, -0.5 SD for achievement) yielded a prevalence of dyslexia in France of 6.6% according to DSM-5 and 3.5% according to ICD-11. […] Developmental dyslexia is a lifelong impairment affecting 5% to 10% of the population. […] Developmental dyslexia is a persistent reading disorder characterized by inaccurate or slow and effortful reading but also by poor spelling. […] Developmental dyslexia (reading disability) is a specific impairment in learning to read that affects 36% of school children in English-speaking countries.

• #7 Unlocking Dyslexia: Eye-Opening Statistics & Facts

  https://www.mastermindbehavior.com/post/dyslexia-statistics-and-facts

  Dyslexia is characterized as an unexpected difficulty in learning to read. […] The impact of dyslexia extends beyond reading difficulties. Individuals diagnosed with dyslexia may face challenges in various educational settings, resulting in academic struggles and social-emotional obstacles that can affect overall quality of life. […] The prevalence of dyslexia varies significantly across different populations and regions, influenced by the definitions and criteria used for identification. Estimates reveal a range of dyslexia prevalence from less than 5% to 20%, with most studies placing the estimate below 10%. […] Understanding these dyslexia statistics facts is essential for fostering awareness and improving interventions for those affected globally. […] Dyslexia is a common learning disability that affects a significant portion of the U.S. population. It is estimated that between 5% and 15% of Americans are affected, which translates to approximately 14.5 to 43.5 million kids and adults struggling with this condition.

• #8 Dyslexia Statistics & Facts – Kutest Kids

  https://www.kutestkids.com/blog/dyslexia-statistics-facts

  Dyslexia is a complex and prevalent learning disorder that affects millions worldwide, manifesting primarily through difficulties in reading, spelling, and writing. […] The global prevalence of dyslexia is estimated to affect approximately 5% to 20% of the population, depending on the identification criteria and methodologies used in studies. Many estimates suggest that dyslexia impacts about 10% of people worldwide, translating to approximately 700 to 780 million individuals. […] Dyslexia stands out as the most common learning disability, accounting for 80-90% of all learning disabilities. Its high prevalence brings attention to a significant public health concern, emphasizing the need for effective identification and bespoke support systems for those affected. […] Dyslexia is not bound by demographics; it affects people across various ethnic and socioeconomic backgrounds at nearly the same rates.

• #9 21 Dyslexia Statistics & Facts: How Common Is It? | Discovery ABA

  https://www.discoveryaba.com/statistics/dyslexia

  Did you know that 780 million people, or 10% of the world’s population has dyslexia? […] According to the International Dyslexia Association, dyslexia affects approximately 15-20% of the population. This means that around 1 in every 5 individuals has some form of dyslexia. […] According to the International Dyslexia Association, dyslexia affects between 5-10% of the population. This means that there are millions of people around the world who struggle with this condition. Dyslexia is more common in boys than girls, and it tends to run in families. […] Dyslexia can have a significant impact on a person’s academic and professional success. […] Dyslexia is a common learning disability, affecting millions of people worldwide. While estimates vary depending on the source and the definition of dyslexia used, it’s clear that dyslexia is not rare. In fact, some studies suggest that dyslexia may be one of the most common learning disabilities.

• #10 33 Dyslexia Statistics & Facts: How Many People Have Dyslexia?

  https://www.crossrivertherapy.com/research/dyslexia-statistics

  70-80% of people with poor reading skills, are likely dyslexic. […] It is estimated that 1 out of 10 people have dyslexia. […] The world has roughly 7.8 billion people living it in, where 780 million of them are dyslexic. […] More than 40 million US adults have dyslexia, with only 2 million of them receiving a diagnosis. […] Between 70% and 80% of people harboring limited reading proficiency suffer from dyslexia. […] 1 out of every 5 students, representing 15% to 20% of the total, have a learning disability centered on language, with dyslexia being the most common disability. […] About 20% of kids going to school in the United States have dyslexia. […] Dyslexia is classified as an unpredicted level of problems in reading comprehension, typically among people that should be able to read better than they do.

• #11 Dyslexia Epidemiology Study Insights & Analysis – MRFR

  https://www.marketresearchfuture.com/medintellix/dyslexia-epidemiology-study

  Every one out of ten people are found to be affected by dyslexia, out of global population of 7.8 billion people, 780 million people have dyslexia across the world. 5 to 15 % of Americans with 14.5 to 43.5 million children and adults are seen to be dyslexic. Approximately 1 out of 5 students in U.S, that is about 15 to 20% of population is suffering with language-based learning disabilities such as dyslexia. […] Dyslexia prevalence is found to be seen in higher rate in boys than girls, with nearly 2:1 ratio compared to girls having low prevalence rates. […] Research shows that dyslexia can run in families can run in families due to the hereditary component, close family member suffering with dyslexia like parent or sibling, increases chances of other members of family getting affected with dyslexia as well.

• #12 21 Dyslexia Statistics & Facts: How Common Is It? | Discovery ABA

  https://www.discoveryaba.com/statistics/dyslexia

  Did you know that 780 million people, or 10% of the world’s population has dyslexia? […] According to the International Dyslexia Association, dyslexia affects approximately 15-20% of the population. This means that around 1 in every 5 individuals has some form of dyslexia. […] According to the International Dyslexia Association, dyslexia affects between 5-10% of the population. This means that there are millions of people around the world who struggle with this condition. Dyslexia is more common in boys than girls, and it tends to run in families. […] Dyslexia can have a significant impact on a person’s academic and professional success. […] Dyslexia is a common learning disability, affecting millions of people worldwide. While estimates vary depending on the source and the definition of dyslexia used, it’s clear that dyslexia is not rare. In fact, some studies suggest that dyslexia may be one of the most common learning disabilities.

• #13 Dyslexia Statistics & Facts | Brighter Strides ABA

  https://www.brighterstridesaba.com/blog/dyslexia-statistics-and-facts

  Between 5% and 15% of Americans, representing approximately 14.5 to 43.5 million children and adults, are dyslexic. This highlights the significant impact of dyslexia on the population and the importance of providing appropriate interventions and accommodations to support individuals with dyslexia in their educational and personal endeavors. […] The prevalence of dyslexia in the United States is estimated to be around 15% of the population. Language-based learning disabilities, such as dyslexia, affect approximately 1 in 5 students in the United States, accounting for 15-20% of the population. Recognizing and addressing dyslexia is crucial in ensuring that individuals receive the necessary support and accommodations to thrive academically and personally. […] By understanding the global prevalence of dyslexia and its impact in the United States, we can work towards creating a more inclusive and supportive environment for individuals with dyslexia. Providing appropriate educational approaches, interventions, and accommodations is essential in helping individuals with dyslexia overcome challenges and unlock their potential.

• #14 The Prevalence of Dyslexia: A New Approach to its Estimation

  https://pmc.ncbi.nlm.nih.gov/articles/PMC8183124/

  Knowing its prevalence is important for several reasons. […] A definitive answer to the question of how prevalent dyslexia is has been elusive for at least three reasons. […] How prevalent dyslexia is depends upon the severity or cut-off used for identification. […] Common estimates of the prevalence of dyslexia fall in the range of 3 to 7 percent when specifying a criterion of scoring 1.5 standard deviations or more below the mean on measures of reading. […] Prevalence estimates are higher when the cut-off used for identification is less stringent. […] An issue that is not clarified by the consensus definition described previously is whether the difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities are determined in relation to absolute poor performance or relative poor performance, or both.

• #15 40 Dyslexia Statistics & Facts: How Many People Have Dyslexia?

  https://www.sparxservices.org/blog/dyslexia-statistics-and-facts

  Dyslexia, a learning disorder characterized by difficulties in reading and writing, is estimated to affect a significant portion of the global population. […] According to estimates, approximately 1 out of 10 people worldwide have dyslexia. […] With a global population of 7.8 billion, this means there are around 780 million people with dyslexia globally. […] Dyslexia prevalence estimates can vary depending on the specific criteria used for diagnosis. […] Common estimates fall in the range of 3 to 7 percent when specifying a criterion of scoring 1.5 standard deviations or more below the mean on measures of reading. […] In the United States, dyslexia is estimated to affect between 5 and 13 percent of the population. […] This means that, out of a population of approximately 331 million people, there are between 16.5 million and 42.9 million individuals with dyslexia.

• #16 The Prevalence of Dyslexia: A New Approach to its Estimation

  https://pmc.ncbi.nlm.nih.gov/articles/PMC8183124/

  Knowing its prevalence is important for several reasons. […] A definitive answer to the question of how prevalent dyslexia is has been elusive for at least three reasons. […] How prevalent dyslexia is depends upon the severity or cut-off used for identification. […] Common estimates of the prevalence of dyslexia fall in the range of 3 to 7 percent when specifying a criterion of scoring 1.5 standard deviations or more below the mean on measures of reading. […] Prevalence estimates are higher when the cut-off used for identification is less stringent. […] An issue that is not clarified by the consensus definition described previously is whether the difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities are determined in relation to absolute poor performance or relative poor performance, or both.

• #17 Dyslexia | IFLScience

  https://www.iflscience.com/dyslexia-differs-across-languages-especially-when-it-comes-to-english-71884

  When you dig into the statistics behind dyslexia, several strange insights emerge. Not only do rates of dyslexia seem to vary massively between different languages, but its also evident that some bilingual people can be dyslexic in English but not their mother tongue. […] Among English speakers, 10 percent of the population is believed to be dyslexic, according to the British Dyslexia Association. […] Amidst speakers of other languages, dyslexia is significantly less common. When Japanese speakers were tested on the syllabic Kana writing system, the estimated prevalence was 2 to 3 percent. Meanwhile, when tested on the logographic system, Kanji, it was 5 to 6 percent. Similar rates of dyslexia are also seen in Chinese speakers, where the prevalence is around 3.9 percent. […] Relative to English, lower rates of the condition can also be found in other European languages that are in the same family as English, known as the Indo-European Language family. Studies have suggested that Italian speakers are only half as likely to show signs of dyslexia compared to English speakers (and French speakers).

• #18 The Myths and Truths of Dyslexia in Different Writing Systems – International Dyslexia Association

  https://dyslexiaida.org/the-myths-and-truths-of-dyslexia/

  Developmental dyslexia (aka reading disorder or specific reading disability) is a neurodevelopmental, often heritable, condition in which learning to read is disrupted by problems with the phonological components of reading. […] How do differences in writing systems influence the development of dyslexia? Based on differences in each language’s writing system, including orthographic depth, one may expect differences in prevalence rates. […] Together, recent research on prevalence rates suggests that dyslexia exists in all languages at a higher rate than once suggested. Whether the prevalence rate varies with orthographic depth, with deeper languages having a higher prevalence rate, has not been well established and will require further research. […] It is important to note, however, that prevalence rate is highly sensitive to the criteria used to define dyslexia; some research groups have found essentially identical prevalence rates regardless of orthographic depth, depending on the criteria used.

• #19 Dyslexia Epidemiology Study Insights & Analysis – MRFR

  https://www.marketresearchfuture.com/medintellix/dyslexia-epidemiology-study

  Every one out of ten people are found to be affected by dyslexia, out of global population of 7.8 billion people, 780 million people have dyslexia across the world. 5 to 15 % of Americans with 14.5 to 43.5 million children and adults are seen to be dyslexic. Approximately 1 out of 5 students in U.S, that is about 15 to 20% of population is suffering with language-based learning disabilities such as dyslexia. […] Dyslexia prevalence is found to be seen in higher rate in boys than girls, with nearly 2:1 ratio compared to girls having low prevalence rates. […] Research shows that dyslexia can run in families can run in families due to the hereditary component, close family member suffering with dyslexia like parent or sibling, increases chances of other members of family getting affected with dyslexia as well.

• #20 40 Dyslexia Statistics & Facts: How Many People Have Dyslexia?

  https://www.sparxservices.org/blog/dyslexia-statistics-and-facts

  More specifically, it is estimated that over 40 million adults in the United States have dyslexia, yet only around 2 million have received a formal diagnosis. […] A range of 5% to 15% of Americans, representing approximately 14.5 to 43.5 million children and adults, are estimated to be dyslexic. […] These statistics highlight the need for increased awareness, early detection, and intervention to ensure that individuals with dyslexia receive the necessary support to thrive academically and personally. […] Understanding the prevalence of dyslexia both globally and within the United States is crucial for creating a more inclusive and supportive environment for individuals with dyslexia.

• #21 33 Dyslexia Statistics & Facts: How Many People Have Dyslexia?

  https://www.crossrivertherapy.com/research/dyslexia-statistics

  70-80% of people with poor reading skills, are likely dyslexic. […] It is estimated that 1 out of 10 people have dyslexia. […] The world has roughly 7.8 billion people living it in, where 780 million of them are dyslexic. […] More than 40 million US adults have dyslexia, with only 2 million of them receiving a diagnosis. […] Between 70% and 80% of people harboring limited reading proficiency suffer from dyslexia. […] 1 out of every 5 students, representing 15% to 20% of the total, have a learning disability centered on language, with dyslexia being the most common disability. […] About 20% of kids going to school in the United States have dyslexia. […] Dyslexia is classified as an unpredicted level of problems in reading comprehension, typically among people that should be able to read better than they do.

• #22 Dyslexia Statistics & Facts | Brighter Strides ABA

  https://www.brighterstridesaba.com/blog/dyslexia-statistics-and-facts

  Dyslexia is a common learning disorder that affects individuals worldwide. Understanding the prevalence and impact of dyslexia is essential for creating awareness and providing appropriate support. In this section, we will explore the global prevalence of dyslexia and its impact in the United States. […] It is estimated that dyslexia affects approximately 1 out of 10 people worldwide, meaning that with a global population of 7.8 billion, there are around 780 million people with dyslexia across the globe. Dyslexia can manifest differently in individuals, making it important to recognize and address the unique needs of those with dyslexia. […] In the United States, dyslexia is a prevalent condition that affects a significant number of individuals. More than 40 million adults in the United States are estimated to have dyslexia, but only 2 million have received a formal diagnosis. This suggests that there is a large population of individuals with undiagnosed dyslexia who may be unaware of the support and resources available to them.

• #23 Dyslexia | IFLScience

  https://www.iflscience.com/dyslexia-differs-across-languages-especially-when-it-comes-to-english-71884

  When you dig into the statistics behind dyslexia, several strange insights emerge. Not only do rates of dyslexia seem to vary massively between different languages, but its also evident that some bilingual people can be dyslexic in English but not their mother tongue. […] Among English speakers, 10 percent of the population is believed to be dyslexic, according to the British Dyslexia Association. […] Amidst speakers of other languages, dyslexia is significantly less common. When Japanese speakers were tested on the syllabic Kana writing system, the estimated prevalence was 2 to 3 percent. Meanwhile, when tested on the logographic system, Kanji, it was 5 to 6 percent. Similar rates of dyslexia are also seen in Chinese speakers, where the prevalence is around 3.9 percent. […] Relative to English, lower rates of the condition can also be found in other European languages that are in the same family as English, known as the Indo-European Language family. Studies have suggested that Italian speakers are only half as likely to show signs of dyslexia compared to English speakers (and French speakers).

• #24 The Prevalence of Dyslexia – Natalie Houalla – Dyslexia Action

  https://dyslexiaaction.org.uk/2023/10/the-prevalence-of-dyslexia/

  The question of prevalence in dyslexia is widely and consistently posed, and yet evades a decisive response. […] Currently, the British Dyslexia Association (BDA) states that 10% of the UK population are dyslexic, of which 4% are severely affected. […] The Yale Center for Dyslexia and Creativity in the US, on the other hand, states that it affects 20% of the population and notes that it is the most prevalent of all neurocognitive disorders. […] Recent work by Wagner et al. (2020), suggests that a definitive answer to the question of prevalence is seemingly elusive due to the continuous distribution of reading performance and predictors of dyslexia, together with the varied nature of samples of poor readers. […] The prevalence of dyslexia is better represented as a distribution that varies as a function of severity as opposed to any single-point estimate.

• #25 Epidemiology of developmental dyslexia: A comparison of DSM-5 and ICD-11 criteria | medRxiv

  https://www.medrxiv.org/content/10.1101/2020.12.18.20248189v1.full-text

  The two major medical classifications (ICD-11 and DSM-5), define diagnostic criteria for developmental dyslexia that partly differ and that are open to multiple interpretations, inducing different prevalence estimates and discordant cases. […] Overall, prevalence estimates ranged from 1.3% to 17.2% depending on the criteria and thresholds used. A reasonable set of criteria and thresholds (1.5 SD below mean for reading score, -0.5 SD for achievement) yielded a prevalence of dyslexia in France of 6.6% according to DSM-5 and 3.5% according to ICD-11. […] Our results emphasize that the choice of classification and the operationalization of specific criteria have a large impact on who is diagnosed with dyslexia. […] Although it is acknowledged as a real public health issue, the exact prevalence of dyslexia remains a vexed issue, with estimates varying from 2% to 20% across studies.

• #26 The Submerged Dyslexia Iceberg: How Many School Children Are Not Diagnosed? Results from an Italian Study | PLOS One

  https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0048082

  Although dyslexia is one of the most common neurobehavioral disorders affecting children, prevalence is uncertain and available data are scanty and dated. The objective of this study is to evaluate the prevalence of dyslexia in an unselected school population using clearly defined and rigorous diagnostic criteria and methods. […] The prevalence of dyslexia in the enrolled population ranged from 3.1% (95% CI 2.2-4.1%) to 3.2% (95% CI 2.4-4.3%) depending on different criteria adopted. In two out of three children with dyslexia the disorder had not been previously diagnosed. […] This study shows that dyslexia is largely underestimated in Italy and underlines the need for reliable information on prevalence, in order to better allocate resources both to Health Services and Schools. […] Given the differences in methods, definitions and diagnostic criteria adopted, it is difficult to compare the prevalence data obtained in this study with those previously reported in Italy. […] Therefore, it is interesting to notice that in two out of three children with dyslexia the disorder had not been previously diagnosed. These data confirm the need for reliable information on dyslexia prevalence in order to better allocate resources both to Health Services and Schools.

• #27 The lost children: The underdiagnosis of dyslexia in Italy. A cross-sectional national study | PLOS One

  https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0210448

  Developmental dyslexia is one of the most common neurobehavioral disorders affecting children, but prevalence data on this condition are poor. The objective of the present study is to determine the prevalence of dyslexia in Italy in an unselected school population, using clearly defined diagnostic criteria and methods. […] The prevalence of dyslexia in the whole sample was 3.5% (95% CI 3.2-3.9%), with little differences between Northern, Central and Southern Italy (respectively 3.6%, 3.2% and 3.7%). In almost two out of three children with dyslexia the disorder had not been previously diagnosed. […] This study confirms that in primary school children at the age of 8-10 years in Italy dyslexia is widely underestimated. Reliable data on dyslexia prevalence are needed to allocate necessary human and financial resources both to Health Services and Schools, ensuring timely support to children and families.

• #28

  https://mysupportnetwork.ie/disabilities/dyslexia/

  Dyslexia is a specific learning difficulty which affects the acquisition of fluent and accurate reading and spelling skills; approx. 10% of the population is affected. […] Developmental dyslexia is inherited, only slightly more common in males than females and that one is born with it. While no conclusive research has been carried out in Ireland to determine how prevalent it is, studies in other countries would suggest that approx. 8-10% of the population are likely to be affected. […] Dyslexia affects approximately 10% of the population in Ireland. […] We do know that developmental dyslexia is inherited, only slightly more common in males than females and that one is born with it. […] Experts do agree that dyslexia describes differences in the way in which the brain processes information, and while there may be differences in the way in which the brain works, this does not imply any abnormality, disease or defect.

• #29 Dyslexia | IFLScience

  https://www.iflscience.com/dyslexia-differs-across-languages-especially-when-it-comes-to-english-71884

  When you dig into the statistics behind dyslexia, several strange insights emerge. Not only do rates of dyslexia seem to vary massively between different languages, but its also evident that some bilingual people can be dyslexic in English but not their mother tongue. […] Among English speakers, 10 percent of the population is believed to be dyslexic, according to the British Dyslexia Association. […] Amidst speakers of other languages, dyslexia is significantly less common. When Japanese speakers were tested on the syllabic Kana writing system, the estimated prevalence was 2 to 3 percent. Meanwhile, when tested on the logographic system, Kanji, it was 5 to 6 percent. Similar rates of dyslexia are also seen in Chinese speakers, where the prevalence is around 3.9 percent. […] Relative to English, lower rates of the condition can also be found in other European languages that are in the same family as English, known as the Indo-European Language family. Studies have suggested that Italian speakers are only half as likely to show signs of dyslexia compared to English speakers (and French speakers).

• #30

  https://journals.lww.com/jrnldbp/fulltext/2020/04000/an_epidemiological_study_of_chinese_children_with.6.aspx

  The epidemiological studies of Chinese developmental dyslexia (DD) in China are still limited. The current study aimed to investigate the prevalence rate, risk factors, and psychiatric comorbidities of Chinese DD in Guangzhou, a city in South China. […] The prevalence rate of Chinese DD was 4.9% in Guangzhou city. […] This study showed that the prevalence rate of DD was 4.9% in Guangzhou city. Male gender, low paternal educational level, and lack of reading experience before the age of 6 years were the risk factors for Chinese DD. The high comorbidity rate of hyperactivity and inattention in the Chinese DD population needs further evaluation.

• #31 The Prevalence of Dyslexia in Primary School Children and Their Chinese Literacy Assessment in Shantou, China

  https://www.mdpi.com/1660-4601/17/19/7140

  The epidemiological studies of Chinese developmental dyslexia (DD) in China are still limited. […] This study was aimed at investigating the prevalence rate of children with dyslexia, and to evaluate their Chinese reading ability. […] The prevalence rate of children with dyslexia was 5.4% in Shantou city, 8.4% in boys and 2.3% in girls, with a gender ratio of 3.7:1.0. […] This study suggested that the prevalence rate of Chinese dyslexia in Shantou city is roughly equivalent to that previously reported in China. […] The prevalence of dyslexia varies by languages and countries. […] According to surveys, the prevalence rate of Chinese language dyslexia in school-age children is from 3.0% to 12.6%. […] Epidemiological surveys have reported that the prevalence rates of DD in Guangzhou (south China), Taipei (southeast China), Xinjiang (northwest China in Uyghur), and Qianjiang (middle China) are 5.4%, 9.7%, 7.0%, and 3.9%, respectively. […] This study will adopt a newly developed assessment tool combined with the typical diagnosis according to DSM-5, by child psychiatrists, to assess the prevalence of dyslexia in primary school children in Shantou city, China, and their real reading ability.

• #32 Dyslexia | IFLScience

  https://www.iflscience.com/dyslexia-differs-across-languages-especially-when-it-comes-to-english-71884

  When you dig into the statistics behind dyslexia, several strange insights emerge. Not only do rates of dyslexia seem to vary massively between different languages, but its also evident that some bilingual people can be dyslexic in English but not their mother tongue. […] Among English speakers, 10 percent of the population is believed to be dyslexic, according to the British Dyslexia Association. […] Amidst speakers of other languages, dyslexia is significantly less common. When Japanese speakers were tested on the syllabic Kana writing system, the estimated prevalence was 2 to 3 percent. Meanwhile, when tested on the logographic system, Kanji, it was 5 to 6 percent. Similar rates of dyslexia are also seen in Chinese speakers, where the prevalence is around 3.9 percent. […] Relative to English, lower rates of the condition can also be found in other European languages that are in the same family as English, known as the Indo-European Language family. Studies have suggested that Italian speakers are only half as likely to show signs of dyslexia compared to English speakers (and French speakers).

• #33

  https://ijps.tums.ac.ir/index.php/ijps/article/view/4063

  Objective: Developmental dyslexia is a specific learning disability related to reading that often leads to lifelong challenges. Accurate prevalence estimates are essential for the timely diagnosis, intervention, and formulation of appropriate educational policies. This systematic review and meta-analysis aimed to provide a reliable estimate of the prevalence of developmental dyslexia in primary school students in Iran. […] A total of 18 studies, comprising 28,952 participants, were included. The overall prevalence of developmental dyslexia was 5.7% (95% CI: 4.5%-6.9%), with a higher prevalence observed in boys (7.5%, 95% CI: 5.8%-9.2%) compared to girls (4%, 95% CI: 3%-5%). […] This systematic review and meta-analysis indicate that developmental dyslexia affects 5.7% of Iranian primary school students, with boys being more affected than girls. These findings highlight the urgent need for standardized diagnostic criteria and evidence-based interventions to enhance early identification and support for students with dyslexia. Addressing these gaps is essential for improving educational outcomes and guiding effective policy planning.

• #34 Prevalence of dyslexia in secondary school students in Lahore – Document – Gale Academic OneFile

  https://go.gale.com/ps/i.do?id=GALE%7CA259680824&sid=googleScholar&v=2.1&it=r&linkaccess=abs&issn=10160604&p=AONE&sw=w

  Present study is a cross-sectional study aimed to determine the prevalence of dyslexia in the secondary school students in 6th, 7th, and 8th grades of Lahore city in Pakistan. […] Out of the total sample, 5.37% students were screened out with dyslexia. […] Descriptive and nonparametric statistics were used to determine the prevalence and gender difference in dyslexia. […] In 6th and 7th grades, dyslexia was more prevalent in male students than female students, while in 8th grade, the percentage did not vary much in both genders. Otherwise, gender differences were nonsignificant.

• #35 Prevalence of Dyslexia in Secondary School Students in Lahore

  https://pjpr.scione.com/cms/fulltext.php?id=336

  Present study is a cross-sectional study aimed to determine the prevalence of dyslexia in the secondary school students in 6th, 7th, and 8th grades of Lahore city in Pakistan. […] Out of the total sample, 5.37% students were screened out with dyslexia. […] According to DSM-IV-TR (APA, 2000), the epidemiological studies determined the prevalence rate of dyslexia in between 2 to 8%. […] Shaywitz (1998) after reviewing the various articles states the prevalence rate of dyslexia between 5 to 17.5%. […] Evans (2001) reported that 5% of the student population is affected by it in Europe. […] Rutter et al. (2004) conducted four epidemiological studies in Europe (Dunedin study, Christchurch study, ONS study, and E-Risk study) and results of all four studies showed that dyslexia is more prevalent in male as compare to female gender.

• #36 Prevalence Of Dyslexia In Primary School In Dhaka: Its Effects On Children’s Academic And Social Life

  https://www.journalijar.com/article/7418/prevalence-of-dyslexia-in-primary-school-in-dhaka:-its-effects-on-children%E2%80%99s-academic-and-social-life/

  Dyslexia is one of the major causes of reading disabilities among children. […] Data on prevalence of dyslexia are important in developing policies in the field of special education. […] Out of the total sample, 9.02 % were diagnosed with dyslexia. The prevalence of dyslexia observed in the population studied was relatively higher. […] Teachers and family members were found to display negative attitudes towards dyslexic children manifested in the form of insults, exclusion, psychological pressure, and physical violence.

• #37 Unveiling the silent struggle: Exploring the influence of dyslexia on elementary students’ mathematics learning in Nepal – Eurasia Journal of Mathematics, Science and Technology Education

  https://www.ejmste.com/article/unveiling-the-silent-struggle-exploring-the-influence-of-dyslexia-on-elementary-students-mathematics-14752

  Dyslexia is a neurodevelopmental disorder characterized by difficulties in accurate and fluent reading, spelling, and writing. The purpose of this study was to evaluate the prevalence of students with suspected dyslexia and its impact on math performance among elementary-level students in Nepal. […] The study revealed that the incidence of students with suspected dyslexia among elementary school students was 8.97%. Among the students with suspected dyslexia, the occurrence rate was slightly higher in males (10.42%) compared to females (7.90%). Additionally, the researchers assessed the impact of dyslexia by comparing the math test scores between students with suspected dyslexia and those without dyslexia. The results demonstrated significantly lower performance among students with dyslexia compared to their non-dyslexic peers.

• #38

  https://journals.lww.com/10.4103/ijptr.ijptr_28_24

  80% of all specific learning disabilities are caused by dyslexia, making it the most prevalent specific learning disability. […] To determine the prevalence of dyslexia in primary school-going children of age group 8-10 years in Belagavi city using the DALI-DAB screening tool. […] Of 215 students, the prevalence of dyslexia was found to be 22.3%. […] In Belagavi city, students attending primary school in the third, fourth, and fifth grades had a 22.3% prevalence of dyslexia. […] Dyslexia is the most common condition, accounting for about 80% of all specific learning disabilities (SLDs). […] Early in primary school, dyslexia is difficult for parents and teachers to detect. […] The Dyslexia Assessment for Languages of India-Dyslexia Assessment Battery (DALI-DAB) screening tool is relevant to use in a city like Belagavi as it is available in the major languages spoken here, that is, Kannada, Marathi, Hindi, and English.

• #39

  https://journals.lww.com/10.4103/ijptr.ijptr_28_24

  The current study was done to find the prevalence of dyslexia among primary school-going children (8-10 years) in Belagavi city. […] In our current study among the school children in Belagavi, the prevalence of dyslexia was 22.3%. […] Children belonging to the age group 8 years had a higher prevalence of dyslexia (45.82%) compared to other groups according to the screening done. […] The prevalence of dyslexia was observed more among males (54.17%) than females (45.83%). […] Children belonging to the Kannada-medium school had a higher prevalence of dyslexia (45.83%) compared to the other language-medium schools. […] The results of the screening tool helped both the parents and the school teachers understand the possible cases of dyslexic students which they were highly unaware of. […] The study concluded that the prevalence of dyslexia among primary school-going children in Belagavi city was found to be 22.3%.

• #40 Dyslexia – Wikipedia

  https://en.wikipedia.org/wiki/Dyslexia

  Dyslexia is the most common learning disability and occurs in all areas of the world. It affects 37% of the population; however, up to 20% of the general population may have some degree of symptoms. […] The prevalence of dyslexia is unknown, but it has been estimated to be as low as 5% and as high as 17% of the population. Dyslexia is diagnosed more often in males. […] There are different definitions of dyslexia used throughout the world. Further, differences in writing systems may affect development of written language ability due to the interplay between auditory and written representations of phonemes. […] The phonological-processing hypothesis attempts to explain why dyslexia occurs in a wide variety of languages. Furthermore, the relationship between phonological capacity and reading appears to be influenced by orthography.

• #41 Dyslexia | IFLScience

  https://www.iflscience.com/dyslexia-differs-across-languages-especially-when-it-comes-to-english-71884

  When you dig into the statistics behind dyslexia, several strange insights emerge. Not only do rates of dyslexia seem to vary massively between different languages, but its also evident that some bilingual people can be dyslexic in English but not their mother tongue. […] Among English speakers, 10 percent of the population is believed to be dyslexic, according to the British Dyslexia Association. […] Amidst speakers of other languages, dyslexia is significantly less common. When Japanese speakers were tested on the syllabic Kana writing system, the estimated prevalence was 2 to 3 percent. Meanwhile, when tested on the logographic system, Kanji, it was 5 to 6 percent. Similar rates of dyslexia are also seen in Chinese speakers, where the prevalence is around 3.9 percent. […] Relative to English, lower rates of the condition can also be found in other European languages that are in the same family as English, known as the Indo-European Language family. Studies have suggested that Italian speakers are only half as likely to show signs of dyslexia compared to English speakers (and French speakers).

• #42 Dyslexia | IFLScience

  https://www.iflscience.com/dyslexia-differs-across-languages-especially-when-it-comes-to-english-71884

  The explanation may partially lie in the way we test for dyslexia and how other cultures perceive certain learning difficulties. It might even reflect some educational differences between countries. […] Alternatively, it may have something to do with the innate qualities of the language. English and French are both languages that have an irregular orthography. […] This irregularity or inconsistency makes it especially difficult for dyslexic individuals to master reading and writing in English. […] A study in 2013 compared the reading skills of children learning English, Spanish, and Czech, concluding that kids took significantly longer to get a solid grasp of English compared to the other two languages. […] Research in 2015 used eye-tracking technology to show that English adults’ eyes linger more on each word when reading, compared to a German speaker. This implied that more cognitive power was needed for the readers to process English.

• #43 Epidemiology of developmental dyslexia: A comparison of DSM-5 and ICD-11 criteria | medRxiv

  https://www.medrxiv.org/content/10.1101/2020.12.18.20248189v1.full-text

  The largest epidemiological studies were conducted in English-speaking countries. […] In France, however, no such research has been done. […] The results found in English-speaking countries cannot be generalized to French, whose orthography is slightly more transparent than that of English, leading to the expectation of a lower prevalence of dyslexia. […] Thus, the aims of the present study are to 1) estimate the prevalence of dyslexia in France, using both DSM-5 and ICD-11 criteria, comparing them for the first time and evaluating their concordance; 2) evaluate the impact of each diagnostic criterion on prevalence estimates; 3) characterise the population of dyslexic individuals, and how this varies according to diagnostic criteria. […] We evaluated the prevalence of dyslexia in France in a large representative population of 6th grade pupils, according to the two widely-used international classifications, and at five different severity thresholds. Prevalence estimates range from 1.3% (ICD-11, -2 SD severity threshold, – 1 SD achievement threshold) to 17.2% (DSM-5, -1 SD severity threshold, 0 SD achievement threshold).

• #44 Dyslexia | IFLScience

  https://www.iflscience.com/dyslexia-differs-across-languages-especially-when-it-comes-to-english-71884

  The explanation may partially lie in the way we test for dyslexia and how other cultures perceive certain learning difficulties. It might even reflect some educational differences between countries. […] Alternatively, it may have something to do with the innate qualities of the language. English and French are both languages that have an irregular orthography. […] This irregularity or inconsistency makes it especially difficult for dyslexic individuals to master reading and writing in English. […] A study in 2013 compared the reading skills of children learning English, Spanish, and Czech, concluding that kids took significantly longer to get a solid grasp of English compared to the other two languages. […] Research in 2015 used eye-tracking technology to show that English adults’ eyes linger more on each word when reading, compared to a German speaker. This implied that more cognitive power was needed for the readers to process English.

• #45 Dyslexia | IFLScience

  https://www.iflscience.com/dyslexia-differs-across-languages-especially-when-it-comes-to-english-71884

  The explanation may partially lie in the way we test for dyslexia and how other cultures perceive certain learning difficulties. It might even reflect some educational differences between countries. […] Alternatively, it may have something to do with the innate qualities of the language. English and French are both languages that have an irregular orthography. […] This irregularity or inconsistency makes it especially difficult for dyslexic individuals to master reading and writing in English. […] A study in 2013 compared the reading skills of children learning English, Spanish, and Czech, concluding that kids took significantly longer to get a solid grasp of English compared to the other two languages. […] Research in 2015 used eye-tracking technology to show that English adults’ eyes linger more on each word when reading, compared to a German speaker. This implied that more cognitive power was needed for the readers to process English.

• #46 Dyslexia | IFLScience

  https://www.iflscience.com/dyslexia-differs-across-languages-especially-when-it-comes-to-english-71884

  The explanation may partially lie in the way we test for dyslexia and how other cultures perceive certain learning difficulties. It might even reflect some educational differences between countries. […] Alternatively, it may have something to do with the innate qualities of the language. English and French are both languages that have an irregular orthography. […] This irregularity or inconsistency makes it especially difficult for dyslexic individuals to master reading and writing in English. […] A study in 2013 compared the reading skills of children learning English, Spanish, and Czech, concluding that kids took significantly longer to get a solid grasp of English compared to the other two languages. […] Research in 2015 used eye-tracking technology to show that English adults’ eyes linger more on each word when reading, compared to a German speaker. This implied that more cognitive power was needed for the readers to process English.

• #47 NCSALL: The Neurobiology of Reading and Dyslexia

  https://www.ncsall.net/index.php@id=278.html

  Dyslexia is a persistent, chronic condition; it does not represent a transient „developmental lag”. Dyslexia affects boys and girls equally; the long-held belief that only boys suffer from dyslexia reflected sampling bias in school-identified samples. Good evidence based on sample surveys of randomly selected populations of children now indicate that dyslexia affects boys and girls equally. Dyslexia is both familial and heritable: both environmental and genetic influences affect the expression of dyslexia. Thus 23 to 65 percent of children who have a parent with dyslexia, 40 percent of siblings of dyslexics, and 27 to 49 percent of parents of dyslexics may have the disorder. Studies implicate loci on chromosomes 6 and 15 and, more recently, on chromosome 2 in the causation of dyslexia. […] Dyslexia is a deficit and not a developmental lag.

• #48 Dyslexia in the 21st century – PubMed

  https://pubmed.ncbi.nlm.nih.gov/33278155/

  Reliable data now validate the definition of dyslexia as an unexpected difficulty in reading in an individual who has the ability to be a much better reader. […] Epidemiologic, longitudinal data now demonstrate that dyslexia is highly prevalent, affecting 20% of the population, affecting boys and girls equally. […] Evidence-based, efficient, inexpensive screening tools now offer the possibility of universal screening to identify children at risk for dyslexia as early as first grade.

• #49 33 Dyslexia Statistics & Facts: How Many People Have Dyslexia?

  https://www.crossrivertherapy.com/research/dyslexia-statistics

  The most prevalent learning disability is dyslexia, individuals with the condition have problems processing language the same way other people do. […] Between 70% and 85% of kids that are enrolled in special education for a learning disability have dyslexia. […] Dyslexia is proven to run in people’s families, whereby parents with the disorder are likely to have it passed down to their children. […] As dyslexia isn’t a disease, there isn’t a cure. […] Dyslexia affects both boys and girls at about the same rates.

• #50 NCSALL: The Neurobiology of Reading and Dyslexia

  https://www.ncsall.net/index.php@id=278.html

  Dyslexia is a persistent, chronic condition; it does not represent a transient „developmental lag”. Dyslexia affects boys and girls equally; the long-held belief that only boys suffer from dyslexia reflected sampling bias in school-identified samples. Good evidence based on sample surveys of randomly selected populations of children now indicate that dyslexia affects boys and girls equally. Dyslexia is both familial and heritable: both environmental and genetic influences affect the expression of dyslexia. Thus 23 to 65 percent of children who have a parent with dyslexia, 40 percent of siblings of dyslexics, and 27 to 49 percent of parents of dyslexics may have the disorder. Studies implicate loci on chromosomes 6 and 15 and, more recently, on chromosome 2 in the causation of dyslexia. […] Dyslexia is a deficit and not a developmental lag.

• #51 Dyslexia Epidemiology Study Insights & Analysis – MRFR

  https://www.marketresearchfuture.com/medintellix/dyslexia-epidemiology-study

  Every one out of ten people are found to be affected by dyslexia, out of global population of 7.8 billion people, 780 million people have dyslexia across the world. 5 to 15 % of Americans with 14.5 to 43.5 million children and adults are seen to be dyslexic. Approximately 1 out of 5 students in U.S, that is about 15 to 20% of population is suffering with language-based learning disabilities such as dyslexia. […] Dyslexia prevalence is found to be seen in higher rate in boys than girls, with nearly 2:1 ratio compared to girls having low prevalence rates. […] Research shows that dyslexia can run in families can run in families due to the hereditary component, close family member suffering with dyslexia like parent or sibling, increases chances of other members of family getting affected with dyslexia as well.

• #52 Unveiling the silent struggle: Exploring the influence of dyslexia on elementary students’ mathematics learning in Nepal – Eurasia Journal of Mathematics, Science and Technology Education

  https://www.ejmste.com/article/unveiling-the-silent-struggle-exploring-the-influence-of-dyslexia-on-elementary-students-mathematics-14752

  Dyslexia is a neurodevelopmental disorder characterized by difficulties in accurate and fluent reading, spelling, and writing. The purpose of this study was to evaluate the prevalence of students with suspected dyslexia and its impact on math performance among elementary-level students in Nepal. […] The study revealed that the incidence of students with suspected dyslexia among elementary school students was 8.97%. Among the students with suspected dyslexia, the occurrence rate was slightly higher in males (10.42%) compared to females (7.90%). Additionally, the researchers assessed the impact of dyslexia by comparing the math test scores between students with suspected dyslexia and those without dyslexia. The results demonstrated significantly lower performance among students with dyslexia compared to their non-dyslexic peers.

• #53 The Prevalence of Dyslexia in Primary School Children and Their Chinese Literacy Assessment in Shantou, China

  https://www.mdpi.com/1660-4601/17/19/7140

  The epidemiological studies of Chinese developmental dyslexia (DD) in China are still limited. […] This study was aimed at investigating the prevalence rate of children with dyslexia, and to evaluate their Chinese reading ability. […] The prevalence rate of children with dyslexia was 5.4% in Shantou city, 8.4% in boys and 2.3% in girls, with a gender ratio of 3.7:1.0. […] This study suggested that the prevalence rate of Chinese dyslexia in Shantou city is roughly equivalent to that previously reported in China. […] The prevalence of dyslexia varies by languages and countries. […] According to surveys, the prevalence rate of Chinese language dyslexia in school-age children is from 3.0% to 12.6%. […] Epidemiological surveys have reported that the prevalence rates of DD in Guangzhou (south China), Taipei (southeast China), Xinjiang (northwest China in Uyghur), and Qianjiang (middle China) are 5.4%, 9.7%, 7.0%, and 3.9%, respectively. […] This study will adopt a newly developed assessment tool combined with the typical diagnosis according to DSM-5, by child psychiatrists, to assess the prevalence of dyslexia in primary school children in Shantou city, China, and their real reading ability.

• #54

  https://ijps.tums.ac.ir/index.php/ijps/article/view/4063

  Objective: Developmental dyslexia is a specific learning disability related to reading that often leads to lifelong challenges. Accurate prevalence estimates are essential for the timely diagnosis, intervention, and formulation of appropriate educational policies. This systematic review and meta-analysis aimed to provide a reliable estimate of the prevalence of developmental dyslexia in primary school students in Iran. […] A total of 18 studies, comprising 28,952 participants, were included. The overall prevalence of developmental dyslexia was 5.7% (95% CI: 4.5%-6.9%), with a higher prevalence observed in boys (7.5%, 95% CI: 5.8%-9.2%) compared to girls (4%, 95% CI: 3%-5%). […] This systematic review and meta-analysis indicate that developmental dyslexia affects 5.7% of Iranian primary school students, with boys being more affected than girls. These findings highlight the urgent need for standardized diagnostic criteria and evidence-based interventions to enhance early identification and support for students with dyslexia. Addressing these gaps is essential for improving educational outcomes and guiding effective policy planning.

• #55 Dyslexia. Early signs of dyslexia & treatment info at Patient

  https://patient.info/doctor/dyslexia-pro

  Dyslexia affects all kinds of people regardless of intelligence, ethnicity or social class. Prevalence estimates depend on definition but is estimated to be between 5% and 17% of school-aged children. Adult dyslexia affects about 4% of the population. […] There is a relatively small but significant male predominance. However boys with dyslexia come to clinical attention more often than girls because of higher rates of comorbid disorders, including attention deficit hyperactivity disorder (ADHD). […] Genetic and neuroimaging research have revealed that dyslexia is heritable, with brain differences that are present even before reading instruction begins.

• #56 Dyslexia – Pediatrics – MSD Manual Professional Edition

  https://www.msdmanuals.com/professional/pediatrics/learning-and-developmental-disorders/dyslexia

  Dyslexia is a general term for primary reading disorder. […] No definition of dyslexia is universally accepted; thus, incidence is undetermined. […] Dyslexia is identified more often in boys than girls, but sex is not a proven risk factor for developing dyslexia. […] Dyslexia tends to run in families. Children with a family history of reading or learning difficulties are at higher risk. […] Because changes have been identified in the brains of people with dyslexia, experts believe dyslexia results predominantly from cortical dysfunction stemming from congenital neurodevelopmental abnormalities. […] Most researchers concur that dyslexia is left hemisphere-related and linked to dysfunctions in brain areas responsible for language association and sound and speech production. […] Dyslexia involves difficulty reading, and producing and understanding written language; there may also be problems with auditory memory, speech production, naming or word finding, and word problems.

• #57 Discovery of 42 genome-wide significant loci associated with dyslexia | Nature Genetics

  https://www.nature.com/articles/s41588-022-01192-y

  Reading and writing are crucial life skills but roughly one in ten children are affected by dyslexia, which can persist into adulthood. […] Here we performed a genome-wide association study of 51,800 adults self-reporting a dyslexia diagnosis and 1,087,070 controls and identified 42 independent genome-wide significant loci: 15 in genes linked to cognitive ability/educational attainment, and 27 new and potentially more specific to dyslexia. […] Dyslexia is a neurodevelopmental disorder characterized by severe reading difficulties, present in 5-17.5% of the population, depending on diagnostic criteria. […] Dyslexia may represent the low extreme of a continuum of reading ability, a complex multifactorial trait with heritability estimates ranging from 40% to 80%. […] Identifying genetic risk factors not only aids increased understanding of the biological mechanisms, but may also expand diagnostic capabilities, facilitating earlier identification of individuals prone to dyslexia and co-occurring disorders for specific support.

• #58 Unlocking Dyslexia: Eye-Opening Statistics & Facts

  https://www.mastermindbehavior.com/post/dyslexia-statistics-and-facts

  The consequences of dyslexia extend beyond academics. Students often deal with low self-esteem, anxiety, depression, and behavioral issues. […] Understanding both the academic and emotional landscapes of dyslexia is essential for creating supportive environments that foster success and confidence. […] Dyslexia is recognized as a common neurodevelopmental disorder affecting up to 10% of children. […] Dyslexia is identified as a polygenic disorder, meaning it arises from the combined effects of multiple genes. […] Twin studies provide compelling evidence for the genetic basis of dyslexia. […] The pursuit of understanding dyslexia through genetic research highlights the importance of identifying common genetic factors that contribute not only to dyslexia but also to related traits and disorders.

• #59 Behavioral genetic approach to the study of dyslexia. | FSU Digital Repository

  https://repository.lib.fsu.edu/islandora/object/fsu%3A330481

  Dyslexia is a prominent focus of practitioners, educators, and researchers because of the myriad consequences of failing to read proficiently. […] Behavioral genetic studies offer a means of understanding the cause of dyslexia. […] This study extended research to a more diverse sample than extant studies and found lower heritability estimates of reading ability and dyslexia, but a similar pattern of results indicating possible genetic overlap. […] Twin studies provide perspective for discoveries of specific genes involved in dyslexia by quantifying the amount of variance waiting to be accounted for by genes while simultaneously providing an impetus to continue working on efforts for environmental intervention.

• #60 NCSALL: The Neurobiology of Reading and Dyslexia

  https://www.ncsall.net/index.php@id=278.html

  Dyslexia is a persistent, chronic condition; it does not represent a transient „developmental lag”. Dyslexia affects boys and girls equally; the long-held belief that only boys suffer from dyslexia reflected sampling bias in school-identified samples. Good evidence based on sample surveys of randomly selected populations of children now indicate that dyslexia affects boys and girls equally. Dyslexia is both familial and heritable: both environmental and genetic influences affect the expression of dyslexia. Thus 23 to 65 percent of children who have a parent with dyslexia, 40 percent of siblings of dyslexics, and 27 to 49 percent of parents of dyslexics may have the disorder. Studies implicate loci on chromosomes 6 and 15 and, more recently, on chromosome 2 in the causation of dyslexia. […] Dyslexia is a deficit and not a developmental lag.

• #61 NCSALL: The Neurobiology of Reading and Dyslexia

  https://www.ncsall.net/index.php@id=278.html

  Dyslexia is a persistent, chronic condition; it does not represent a transient „developmental lag”. Dyslexia affects boys and girls equally; the long-held belief that only boys suffer from dyslexia reflected sampling bias in school-identified samples. Good evidence based on sample surveys of randomly selected populations of children now indicate that dyslexia affects boys and girls equally. Dyslexia is both familial and heritable: both environmental and genetic influences affect the expression of dyslexia. Thus 23 to 65 percent of children who have a parent with dyslexia, 40 percent of siblings of dyslexics, and 27 to 49 percent of parents of dyslexics may have the disorder. Studies implicate loci on chromosomes 6 and 15 and, more recently, on chromosome 2 in the causation of dyslexia. […] Dyslexia is a deficit and not a developmental lag.

• #62 NCSALL: The Neurobiology of Reading and Dyslexia

  https://www.ncsall.net/index.php@id=278.html

  Dyslexia is a persistent, chronic condition; it does not represent a transient „developmental lag”. Dyslexia affects boys and girls equally; the long-held belief that only boys suffer from dyslexia reflected sampling bias in school-identified samples. Good evidence based on sample surveys of randomly selected populations of children now indicate that dyslexia affects boys and girls equally. Dyslexia is both familial and heritable: both environmental and genetic influences affect the expression of dyslexia. Thus 23 to 65 percent of children who have a parent with dyslexia, 40 percent of siblings of dyslexics, and 27 to 49 percent of parents of dyslexics may have the disorder. Studies implicate loci on chromosomes 6 and 15 and, more recently, on chromosome 2 in the causation of dyslexia. […] Dyslexia is a deficit and not a developmental lag.

• #63 NCSALL: The Neurobiology of Reading and Dyslexia

  https://www.ncsall.net/index.php@id=278.html

  Dyslexia is a persistent, chronic condition; it does not represent a transient „developmental lag”. Dyslexia affects boys and girls equally; the long-held belief that only boys suffer from dyslexia reflected sampling bias in school-identified samples. Good evidence based on sample surveys of randomly selected populations of children now indicate that dyslexia affects boys and girls equally. Dyslexia is both familial and heritable: both environmental and genetic influences affect the expression of dyslexia. Thus 23 to 65 percent of children who have a parent with dyslexia, 40 percent of siblings of dyslexics, and 27 to 49 percent of parents of dyslexics may have the disorder. Studies implicate loci on chromosomes 6 and 15 and, more recently, on chromosome 2 in the causation of dyslexia. […] Dyslexia is a deficit and not a developmental lag.

• #64 Discovery of 42 genome-wide significant loci associated with dyslexia | Nature Genetics

  https://www.nature.com/articles/s41588-022-01192-y

  Reading and writing are crucial life skills but roughly one in ten children are affected by dyslexia, which can persist into adulthood. […] Here we performed a genome-wide association study of 51,800 adults self-reporting a dyslexia diagnosis and 1,087,070 controls and identified 42 independent genome-wide significant loci: 15 in genes linked to cognitive ability/educational attainment, and 27 new and potentially more specific to dyslexia. […] Dyslexia is a neurodevelopmental disorder characterized by severe reading difficulties, present in 5-17.5% of the population, depending on diagnostic criteria. […] Dyslexia may represent the low extreme of a continuum of reading ability, a complex multifactorial trait with heritability estimates ranging from 40% to 80%. […] Identifying genetic risk factors not only aids increased understanding of the biological mechanisms, but may also expand diagnostic capabilities, facilitating earlier identification of individuals prone to dyslexia and co-occurring disorders for specific support.

• #65 Discovery of 42 genome-wide significant loci associated with dyslexia | Nature Genetics

  https://www.nature.com/articles/s41588-022-01192-y

  Here, we present the largest dyslexia GWAS to date, with 51,800 adults self-reporting a dyslexia diagnosis and 1,087,070 controls. […] We identified 42 independent genome-wide significant associated loci (P<10^-8) and 64 loci with suggestive significance (P<10^-6). [...] We also performed sex-specific GWAS and age-specific GWAS (younger or older than 55 years) because dyslexia prevalence was higher in our younger (5.34% in 20- to 30-year-olds) than older (3.23% in 80- to 90-year-olds) participants. [...] Our estimated SNP-based heritability of 19% (assuming a 10% dyslexia population prevalence) was equal to that reported in a smaller GWAS, but lower than heritability estimates from twin studies (40-80%). [...] In summary, we report 42 new independent genome-wide significant loci associated with dyslexia, 27 of which have not been associated with cognitive-educational traits and should be prioritized for follow up as dyslexia candidates.

• #66 Epidemiology of developmental dyslexia: A comparison of DSM-5 and ICD-11 criteria | medRxiv

  https://www.medrxiv.org/content/10.1101/2020.12.18.20248189v1.full-text

  These numbers are within the range described in the literature, although no previous study to our knowledge used exactly the same set of criteria approximating most closely the definitions in DSM-5 and ICD-11. […] Our finding of a systematically higher prevalence in DSM-5 should be taken with caution, given that we were unable to evaluate the impact of the insufficient response to intervention criterion, which is required in DSM-5 only, and which should logically decrease the reported prevalence for DSM-5. […] The exclusion criteria that we were able to partly apply were intellectual disability, lack of education, lack of proficiency in the language of instruction and psychosocial adversity. […] Pupils diagnosed with dyslexia had on average slightly lower non-verbal IQ than the rest of the population, and this was more pronounced according to DSM-5 (d=-0.91) than according to ICD-11 (d=-0.44). […] On average, pupils diagnosed with dyslexia had a lower SES (d-0.7), and they were twice as likely to be in a priority education (i.e., disadvantaged) area. […] These results are consistent with a large literature on the impact of social factors on reading ability.

• #67 Epidemiology of developmental dyslexia: A comparison of DSM-5 and ICD-11 criteria | medRxiv

  https://www.medrxiv.org/content/10.1101/2020.12.18.20248189v1.full-text

  These numbers are within the range described in the literature, although no previous study to our knowledge used exactly the same set of criteria approximating most closely the definitions in DSM-5 and ICD-11. […] Our finding of a systematically higher prevalence in DSM-5 should be taken with caution, given that we were unable to evaluate the impact of the insufficient response to intervention criterion, which is required in DSM-5 only, and which should logically decrease the reported prevalence for DSM-5. […] The exclusion criteria that we were able to partly apply were intellectual disability, lack of education, lack of proficiency in the language of instruction and psychosocial adversity. […] Pupils diagnosed with dyslexia had on average slightly lower non-verbal IQ than the rest of the population, and this was more pronounced according to DSM-5 (d=-0.91) than according to ICD-11 (d=-0.44). […] On average, pupils diagnosed with dyslexia had a lower SES (d-0.7), and they were twice as likely to be in a priority education (i.e., disadvantaged) area. […] These results are consistent with a large literature on the impact of social factors on reading ability.

• #68 Dyslexia Statistics & Facts

  https://www.mastermindbehavior.com/post/dyslexia-statistics-facts

  Socioeconomic factors also influence its prevalence. Children from disadvantaged backgrounds are more likely to experience reading difficulties, making targeted intervention crucial for those in high poverty areas. […] Early identification and targeted educational interventions are pivotal for individuals with dyslexia. Unfortunately, only about 1 in 4 students with dyslexia are formally diagnosed in schools, leading to a gap in support. […] Dyslexia can have profound effects on educational achievements and future employment opportunities. The dropout rate for individuals with dyslexia can reach as high as 35%, significantly higher than the national average. […] Children growing up in poverty are 40% more likely to develop reading and language learning difficulties. […] Understanding the genetic aspects can aid in early identification and intervention for children at risk.

• #69 Dyslexia Statistics & Facts – Kutest Kids

  https://www.kutestkids.com/blog/dyslexia-statistics-facts

  Dyslexia’s widespread impact across various demographics emphasizes the necessity for early identification and adaptive educational strategies to support those affected. […] Dyslexia is known to affect both males and females nearly equally, contradicting common beliefs regarding its prevalence. […] Dyslexia affects individuals from various ethnic and socioeconomic backgrounds at similar rates, indicating it is a widespread issue. […] In some high-poverty schools, alarming statistics show that as many as 70-80% of children possess inadequate reading skills. […] Dyslexia can profoundly impact educational performance, leading to significant challenges in several areas. […] Research shows that 70-80% of children in special education classes have reading difficulties, with a majority identified as dyslexic.

• #70 Dyslexia Statistics: Prevalence, Facts & Myth Busters – Carebot ABA

  https://carebotaba.com/dyslexia-statistics/

  The prevalence of dyslexia varies depending on the state, with Connecticut having the highest rate of dyslexia at 20%, according to a study by the Yale Center for Dyslexia and Creativity. […] Early detection and intervention are crucial for individuals with dyslexia, yet only 4 out of 50 states in the U.S. mandate screening for dyslexia in public schools. […] Dyslexia can be difficult to diagnose and may go undiagnosed or receive inadequate support due to limited access to screening and intervention services. […] The effects of using different diagnostic criteria on the prevalence rates of dyslexia are not yet well understood. However, it is clear that the definition and diagnosis of dyslexia will continue to be an area of active research and debate in the field.

• #71 Investigating the prevalence and comorbidity of attention deficit hyperactivity disorder and developmental dyslexia in learners in a South African practice

  http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2223-76822022000100037

  Investigating the prevalence and comorbidity of attention deficit hyperactivity disorder and developmental dyslexia in learners in a South African practice […] Dyslexia and attention deficit hyperactivity disorder (ADHD) are marked comorbid neurodevelopmental disorders with an estimated bidirectional comorbidity of 25% – 40%. […] The study database consisted of 847 learners ranging from 8 to 18 years of age. […] Of the 847 participants analysed in this study, 38.6% presented with a co-existing diagnosis of both ADHD and DD. […] The zero-correlations in the mentioned areas may indicate an overlap of shared symptoms rather than of distinctive diagnostic approaches. […] Developmental dyslexia is one of three specific learning disorders (SLDs) reintroduced in the DSM-5. […] On South African soil, research indicated that the majority of learners who require special educational needs in mainstream schools, presented with either mild or moderate learning difficulties (such as attention deficit hyperactivity disorder [ADHD] and dyslexia).

• #72 Investigating the prevalence and comorbidity of attention deficit hyperactivity disorder and developmental dyslexia in learners in a South African practice

  http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2223-76822022000100037

  In 2007, the number of learners with special educational needs in mainstream schools totalled 90 871. […] The most common comorbid condition with DD is reported to be ADHD. […] Willcutt and Pennington (2000) estimated that 15% – 40% of children with DD are also diagnosed with ADHD, and similarly 25% – 40% of children with ADHD are diagnosed with DD. […] Approximately 20% – 40% of children with inattentive type ADHD have dyslexia. […] ADHD and dyslexia can both cause people to avoid reading because of dysfluency, resulting in impeded learning. […] The authors of this study speculate that statistics revealed the need for further investigation into the possible existence of comorbid neurodevelopmental disorders. […] This study sets the framework not only for future dyslexia-ADHD comorbidity investigation, but it also anchors the necessity for direct and broader diagnostic approaches to neurodevelopmental disorders.

• #73 Dyslexia and ADHD: The Learning Disabilities Connected to ADDFooterLogo

  https://www.additudemag.com/adhd-dyslexia-connection/?srsltid=AfmBOorykquRmn2DeC46hQlj7chgBZpLWcqJQJ8pPqQYXMHoOti0CqXj

  ADHD symptoms are exacerbated by dyslexia, and vice versa. Both ADHD and dyslexia have several symptoms in common, such as information-processing speed challenges, working memory deficits, naming speed, and motor skills deficits. So it is easy for a parent or a professional to mistake dyslexic symptoms for ADHD. […] About 50 to 60 percent of people with ADHD also have a learning disability. The most common of these is dyslexia, a language-based learning disability that affects reading. Eight to 17 percent of the population is affected by dyslexia, and it is vastly misunderstood. […] Dyslexia runs in families and has a genetic component. Many children with dyslexia have a dyslexic parent. […] It is essential that someone diagnosed with either ADHD or dyslexia is assessed for the other condition. The longer dyslexia goes unnoticed, the worse its impact on reading development and self-esteem. […] Treating ADHD can help overall focus, concentration, and working memory, but it will not cure dyslexia.

• #74 Investigating the prevalence and comorbidity of attention deficit hyperactivity disorder and developmental dyslexia in learners in a South African practice

  http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2223-76822022000100037

  In 2007, the number of learners with special educational needs in mainstream schools totalled 90 871. […] The most common comorbid condition with DD is reported to be ADHD. […] Willcutt and Pennington (2000) estimated that 15% – 40% of children with DD are also diagnosed with ADHD, and similarly 25% – 40% of children with ADHD are diagnosed with DD. […] Approximately 20% – 40% of children with inattentive type ADHD have dyslexia. […] ADHD and dyslexia can both cause people to avoid reading because of dysfluency, resulting in impeded learning. […] The authors of this study speculate that statistics revealed the need for further investigation into the possible existence of comorbid neurodevelopmental disorders. […] This study sets the framework not only for future dyslexia-ADHD comorbidity investigation, but it also anchors the necessity for direct and broader diagnostic approaches to neurodevelopmental disorders.

• #75 Investigating the prevalence and comorbidity of attention deficit hyperactivity disorder and developmental dyslexia in learners in a South African practice

  http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2223-76822022000100037

  In 2007, the number of learners with special educational needs in mainstream schools totalled 90 871. […] The most common comorbid condition with DD is reported to be ADHD. […] Willcutt and Pennington (2000) estimated that 15% – 40% of children with DD are also diagnosed with ADHD, and similarly 25% – 40% of children with ADHD are diagnosed with DD. […] Approximately 20% – 40% of children with inattentive type ADHD have dyslexia. […] ADHD and dyslexia can both cause people to avoid reading because of dysfluency, resulting in impeded learning. […] The authors of this study speculate that statistics revealed the need for further investigation into the possible existence of comorbid neurodevelopmental disorders. […] This study sets the framework not only for future dyslexia-ADHD comorbidity investigation, but it also anchors the necessity for direct and broader diagnostic approaches to neurodevelopmental disorders.

• #76 Investigating the prevalence and comorbidity of attention deficit hyperactivity disorder and developmental dyslexia in learners in a South African practice

  http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2223-76822022000100037

  Investigating the prevalence and comorbidity of attention deficit hyperactivity disorder and developmental dyslexia in learners in a South African practice […] Dyslexia and attention deficit hyperactivity disorder (ADHD) are marked comorbid neurodevelopmental disorders with an estimated bidirectional comorbidity of 25% – 40%. […] The study database consisted of 847 learners ranging from 8 to 18 years of age. […] Of the 847 participants analysed in this study, 38.6% presented with a co-existing diagnosis of both ADHD and DD. […] The zero-correlations in the mentioned areas may indicate an overlap of shared symptoms rather than of distinctive diagnostic approaches. […] Developmental dyslexia is one of three specific learning disorders (SLDs) reintroduced in the DSM-5. […] On South African soil, research indicated that the majority of learners who require special educational needs in mainstream schools, presented with either mild or moderate learning difficulties (such as attention deficit hyperactivity disorder [ADHD] and dyslexia).

• #77 Investigating the prevalence and comorbidity of attention deficit hyperactivity disorder and developmental dyslexia in learners in a South African practice | Stark | South African Journal of Childhood Education

  https://sajce.co.za/index.php/sajce/article/view/1085/2279

  Dyslexia and attention deficit hyperactivity disorder (ADHD) are marked comorbid neurodevelopmental disorders with an estimated bidirectional comorbidity of 25% 40%. […] The study sought to determine possible correlations between the overlapping diagnostic factors of the two developmental disorders. […] Of the 847 participants analysed in this study, 38.6% presented with a co-existing diagnosis of both ADHD and DD. […] The zero-correlations in the mentioned areas may indicate an overlap of shared symptoms rather than of distinctive diagnostic approaches. […] Dyslexia is a neurologically based, often familial, disorder that interferes with the acquisition and processing of language. […] Developmental dyslexia affects reading and spelling specifically, with subsequent independent performance in other domains such as arts and mathematics.

• #78 Dyslexia Statistics & Facts – Kutest Kids

  https://www.kutestkids.com/blog/dyslexia-statistics-facts

  Socioeconomic factors can exacerbate the educational challenges faced by students with dyslexia. […] Early identification of dyslexia is crucial; students who receive tailored educational strategies can better navigate their learning hurdles. […] Dyslexia often coexists with various conditions, the most notable being Attention Deficit Hyperactivity Disorder (ADHD). […] Research indicates that about 30% of children diagnosed with dyslexia also present at least mild symptoms of ADHD. […] Dyslexia is not just a childhood concern; it is a lifelong challenge that can significantly affect individuals well into adulthood. […] Statistically, 20-25% of adults only read at the lowest proficiency levels. […] Despite these challenges, individuals with dyslexia often exhibit exceptional creativity and problem-solving abilities, enabling them to excel in many professional landscapes.

• #79 Prevalence of APD – Auditory Processing Center

  https://auditorycenter.com/what-is-auditory-processing-disorder/prevalence-of-apd/

  70% of Children with Dyslexia have an Underlying Auditory Processing Disorder […] Up to 43% of Children with Learning Difficulties Have Auditory Processing Disorder (APD)

• #80 The Submerged Dyslexia Iceberg: How Many School Children Are Not Diagnosed? Results from an Italian Study | PLOS One

  https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0048082

  Although dyslexia is one of the most common neurobehavioral disorders affecting children, prevalence is uncertain and available data are scanty and dated. The objective of this study is to evaluate the prevalence of dyslexia in an unselected school population using clearly defined and rigorous diagnostic criteria and methods. […] The prevalence of dyslexia in the enrolled population ranged from 3.1% (95% CI 2.2-4.1%) to 3.2% (95% CI 2.4-4.3%) depending on different criteria adopted. In two out of three children with dyslexia the disorder had not been previously diagnosed. […] This study shows that dyslexia is largely underestimated in Italy and underlines the need for reliable information on prevalence, in order to better allocate resources both to Health Services and Schools. […] Given the differences in methods, definitions and diagnostic criteria adopted, it is difficult to compare the prevalence data obtained in this study with those previously reported in Italy. […] Therefore, it is interesting to notice that in two out of three children with dyslexia the disorder had not been previously diagnosed. These data confirm the need for reliable information on dyslexia prevalence in order to better allocate resources both to Health Services and Schools.

• #81 The lost children: The underdiagnosis of dyslexia in Italy. A cross-sectional national study | PLOS One

  https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0210448

  Developmental dyslexia is one of the most common neurobehavioral disorders affecting children, but prevalence data on this condition are poor. The objective of the present study is to determine the prevalence of dyslexia in Italy in an unselected school population, using clearly defined diagnostic criteria and methods. […] The prevalence of dyslexia in the whole sample was 3.5% (95% CI 3.2-3.9%), with little differences between Northern, Central and Southern Italy (respectively 3.6%, 3.2% and 3.7%). In almost two out of three children with dyslexia the disorder had not been previously diagnosed. […] This study confirms that in primary school children at the age of 8-10 years in Italy dyslexia is widely underestimated. Reliable data on dyslexia prevalence are needed to allocate necessary human and financial resources both to Health Services and Schools, ensuring timely support to children and families.

• #82 The Submerged Dyslexia Iceberg: How Many School Children Are Not Diagnosed? Results from an Italian Study | PLOS One

  https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0048082

  Although dyslexia is one of the most common neurobehavioral disorders affecting children, prevalence is uncertain and available data are scanty and dated. The objective of this study is to evaluate the prevalence of dyslexia in an unselected school population using clearly defined and rigorous diagnostic criteria and methods. […] The prevalence of dyslexia in the enrolled population ranged from 3.1% (95% CI 2.2-4.1%) to 3.2% (95% CI 2.4-4.3%) depending on different criteria adopted. In two out of three children with dyslexia the disorder had not been previously diagnosed. […] This study shows that dyslexia is largely underestimated in Italy and underlines the need for reliable information on prevalence, in order to better allocate resources both to Health Services and Schools. […] Given the differences in methods, definitions and diagnostic criteria adopted, it is difficult to compare the prevalence data obtained in this study with those previously reported in Italy. […] Therefore, it is interesting to notice that in two out of three children with dyslexia the disorder had not been previously diagnosed. These data confirm the need for reliable information on dyslexia prevalence in order to better allocate resources both to Health Services and Schools.

• #83 The lost children: The underdiagnosis of dyslexia in Italy. A cross-sectional national study | PLOS One

  https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0210448

  Developmental dyslexia is one of the most common neurobehavioral disorders affecting children, but prevalence data on this condition are poor. The objective of the present study is to determine the prevalence of dyslexia in Italy in an unselected school population, using clearly defined diagnostic criteria and methods. […] The prevalence of dyslexia in the whole sample was 3.5% (95% CI 3.2-3.9%), with little differences between Northern, Central and Southern Italy (respectively 3.6%, 3.2% and 3.7%). In almost two out of three children with dyslexia the disorder had not been previously diagnosed. […] This study confirms that in primary school children at the age of 8-10 years in Italy dyslexia is widely underestimated. Reliable data on dyslexia prevalence are needed to allocate necessary human and financial resources both to Health Services and Schools, ensuring timely support to children and families.

• #84 33 Dyslexia Statistics & Facts: How Many People Have Dyslexia?

  https://www.crossrivertherapy.com/research/dyslexia-statistics

  70-80% of people with poor reading skills, are likely dyslexic. […] It is estimated that 1 out of 10 people have dyslexia. […] The world has roughly 7.8 billion people living it in, where 780 million of them are dyslexic. […] More than 40 million US adults have dyslexia, with only 2 million of them receiving a diagnosis. […] Between 70% and 80% of people harboring limited reading proficiency suffer from dyslexia. […] 1 out of every 5 students, representing 15% to 20% of the total, have a learning disability centered on language, with dyslexia being the most common disability. […] About 20% of kids going to school in the United States have dyslexia. […] Dyslexia is classified as an unpredicted level of problems in reading comprehension, typically among people that should be able to read better than they do.

• #85 Dyslexia Statistics & Facts | Brighter Strides ABA

  https://www.brighterstridesaba.com/blog/dyslexia-statistics-and-facts

  Dyslexia is a common learning disorder that affects individuals worldwide. Understanding the prevalence and impact of dyslexia is essential for creating awareness and providing appropriate support. In this section, we will explore the global prevalence of dyslexia and its impact in the United States. […] It is estimated that dyslexia affects approximately 1 out of 10 people worldwide, meaning that with a global population of 7.8 billion, there are around 780 million people with dyslexia across the globe. Dyslexia can manifest differently in individuals, making it important to recognize and address the unique needs of those with dyslexia. […] In the United States, dyslexia is a prevalent condition that affects a significant number of individuals. More than 40 million adults in the United States are estimated to have dyslexia, but only 2 million have received a formal diagnosis. This suggests that there is a large population of individuals with undiagnosed dyslexia who may be unaware of the support and resources available to them.

• #86 Prevalence of undiagnosed dyslexia in African-American primary school children | npj Science of Learning

  https://www.nature.com/articles/s41539-023-00204-8

  Dyslexia is among the most common neurodevelopmental disorders in children, yet despite its high prevalence all too frequently goes undiagnosed. […] Our results suggest that large numbers of African-American students with dyslexia may be overlooked in schools. […] Dyslexia is the most common neurodevelopmental disorder in children-epidemiological studies indicate that dyslexia is highly prevalent, affecting one in five, with boys and girls equally impacted. […] Our current findings using well-established metrics, along with data from NAEP studies over the last decade, suggest that large numbers of African-American students may have dyslexia and are currently not diagnosed and are being overlooked in school. […] These data have important implications for educators and policy makers. Regardless of the underlying explanation for the high prevalence of reading difficulties in African-American children, the fact remains that these children must be screened for dyslexia early and provided with effective, evidence-based interventions.

• #87 Dyslexia Statistics & Facts

  https://www.mastermindbehavior.com/post/dyslexia-statistics-facts

  Socioeconomic factors also influence its prevalence. Children from disadvantaged backgrounds are more likely to experience reading difficulties, making targeted intervention crucial for those in high poverty areas. […] Early identification and targeted educational interventions are pivotal for individuals with dyslexia. Unfortunately, only about 1 in 4 students with dyslexia are formally diagnosed in schools, leading to a gap in support. […] Dyslexia can have profound effects on educational achievements and future employment opportunities. The dropout rate for individuals with dyslexia can reach as high as 35%, significantly higher than the national average. […] Children growing up in poverty are 40% more likely to develop reading and language learning difficulties. […] Understanding the genetic aspects can aid in early identification and intervention for children at risk.

• #88 The lost children: The underdiagnosis of dyslexia in Italy. A cross-sectional national study | PLOS One

  https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0210448

  The results of the pilot study conducted in the Friuli Venezia Giulia Region have been fully confirmed in the new areas involved: dyslexia is not recognized in almost two out of three children at the age of 8-10 years, when the disorder should be clearly expressed and identified. […] The consequence of the non-recognition of two-thirds (or more) of the cases of dyslexia is the lack of adequate and timely intervention, leading to internalizing (anxiety and depressive) behaviors, suicidal ideation, school failure and drop out. […] This study confirms that in primary school children in Italy dyslexia is widely underestimated: at the age of 8-10 years, in two out of three children, dyslexia had not been previously diagnosed. Reliable data on dyslexia prevalence are necessary to adequately allocate human and financial resources both to Health Services and Schools.

• #89 Epidemiology of developmental dyslexia: A comparison of DSM-5 and ICD-11 criteria | medRxiv

  https://www.medrxiv.org/content/10.1101/2020.12.18.20248189v1.full-text

  The two major medical classifications (ICD-11 and DSM-5), define diagnostic criteria for developmental dyslexia that partly differ and that are open to multiple interpretations, inducing different prevalence estimates and discordant cases. […] Overall, prevalence estimates ranged from 1.3% to 17.2% depending on the criteria and thresholds used. A reasonable set of criteria and thresholds (1.5 SD below mean for reading score, -0.5 SD for achievement) yielded a prevalence of dyslexia in France of 6.6% according to DSM-5 and 3.5% according to ICD-11. […] Our results emphasize that the choice of classification and the operationalization of specific criteria have a large impact on who is diagnosed with dyslexia. […] Although it is acknowledged as a real public health issue, the exact prevalence of dyslexia remains a vexed issue, with estimates varying from 2% to 20% across studies.

• #90 (PDF) Epidemiology of developmental dyslexia: A comparison of DSM-5 and ICD-11 criteria

  https://www.academia.edu/85229254/Epidemiology_of_developmental_dyslexia_A_comparison_of_DSM_5_and_ICD_11_criteria

  The two major medical classifications (ICD-11 and DSM-5), define diagnostic criteria for developmental dyslexia that partly differ and that are open to multiple interpretations, inducing different prevalence estimates and discordant cases. […] Overall, prevalence estimates ranged from 1.3% to 17.2% depending on the criteria and thresholds used. A reasonable set of criteria and thresholds (1.5 SD below mean for reading score, -0.5 SD for achievement) yielded a prevalence of dyslexia in France of 6.6% according to DSM-5 and 3.5% according to ICD-11. […] Developmental dyslexia is a lifelong impairment affecting 5% to 10% of the population. […] Developmental dyslexia is a persistent reading disorder characterized by inaccurate or slow and effortful reading but also by poor spelling. […] Developmental dyslexia (reading disability) is a specific impairment in learning to read that affects 36% of school children in English-speaking countries.

• #91 Dyslexia – Wikipedia

  https://en.wikipedia.org/wiki/Dyslexia

  Dyslexia is the most common learning disability and occurs in all areas of the world. It affects 37% of the population; however, up to 20% of the general population may have some degree of symptoms. […] The prevalence of dyslexia is unknown, but it has been estimated to be as low as 5% and as high as 17% of the population. Dyslexia is diagnosed more often in males. […] There are different definitions of dyslexia used throughout the world. Further, differences in writing systems may affect development of written language ability due to the interplay between auditory and written representations of phonemes. […] The phonological-processing hypothesis attempts to explain why dyslexia occurs in a wide variety of languages. Furthermore, the relationship between phonological capacity and reading appears to be influenced by orthography.

• #92 Dyslexia – Pediatrics – MSD Manual Professional Edition

  https://www.msdmanuals.com/professional/pediatrics/learning-and-developmental-disorders/dyslexia

  Dyslexia is a general term for primary reading disorder. […] No definition of dyslexia is universally accepted; thus, incidence is undetermined. […] Dyslexia is identified more often in boys than girls, but sex is not a proven risk factor for developing dyslexia. […] Dyslexia tends to run in families. Children with a family history of reading or learning difficulties are at higher risk. […] Because changes have been identified in the brains of people with dyslexia, experts believe dyslexia results predominantly from cortical dysfunction stemming from congenital neurodevelopmental abnormalities. […] Most researchers concur that dyslexia is left hemisphere-related and linked to dysfunctions in brain areas responsible for language association and sound and speech production. […] Dyslexia involves difficulty reading, and producing and understanding written language; there may also be problems with auditory memory, speech production, naming or word finding, and word problems.

• #93 Epidemiology of developmental dyslexia: A comparison of DSM-5 and ICD-11 criteria | medRxiv

  https://www.medrxiv.org/content/10.1101/2020.12.18.20248189v1.full-text

  The two major medical classifications (ICD-11 and DSM-5), define diagnostic criteria for developmental dyslexia that partly differ and that are open to multiple interpretations, inducing different prevalence estimates and discordant cases. […] Overall, prevalence estimates ranged from 1.3% to 17.2% depending on the criteria and thresholds used. A reasonable set of criteria and thresholds (1.5 SD below mean for reading score, -0.5 SD for achievement) yielded a prevalence of dyslexia in France of 6.6% according to DSM-5 and 3.5% according to ICD-11. […] Our results emphasize that the choice of classification and the operationalization of specific criteria have a large impact on who is diagnosed with dyslexia. […] Although it is acknowledged as a real public health issue, the exact prevalence of dyslexia remains a vexed issue, with estimates varying from 2% to 20% across studies.

• #94 (PDF) Epidemiology of developmental dyslexia: A comparison of DSM-5 and ICD-11 criteria

  https://www.academia.edu/85229254/Epidemiology_of_developmental_dyslexia_A_comparison_of_DSM_5_and_ICD_11_criteria

  The two major medical classifications (ICD-11 and DSM-5), define diagnostic criteria for developmental dyslexia that partly differ and that are open to multiple interpretations, inducing different prevalence estimates and discordant cases. […] Overall, prevalence estimates ranged from 1.3% to 17.2% depending on the criteria and thresholds used. A reasonable set of criteria and thresholds (1.5 SD below mean for reading score, -0.5 SD for achievement) yielded a prevalence of dyslexia in France of 6.6% according to DSM-5 and 3.5% according to ICD-11. […] Developmental dyslexia is a lifelong impairment affecting 5% to 10% of the population. […] Developmental dyslexia is a persistent reading disorder characterized by inaccurate or slow and effortful reading but also by poor spelling. […] Developmental dyslexia (reading disability) is a specific impairment in learning to read that affects 36% of school children in English-speaking countries.

• #95 Epidemiology of developmental dyslexia: A comparison of DSM-5 and ICD-11 criteria | medRxiv

  https://www.medrxiv.org/content/10.1101/2020.12.18.20248189v1.full-text

  The two major medical classifications (ICD-11 and DSM-5), define diagnostic criteria for developmental dyslexia that partly differ and that are open to multiple interpretations, inducing different prevalence estimates and discordant cases. […] Overall, prevalence estimates ranged from 1.3% to 17.2% depending on the criteria and thresholds used. A reasonable set of criteria and thresholds (1.5 SD below mean for reading score, -0.5 SD for achievement) yielded a prevalence of dyslexia in France of 6.6% according to DSM-5 and 3.5% according to ICD-11. […] Our results emphasize that the choice of classification and the operationalization of specific criteria have a large impact on who is diagnosed with dyslexia. […] Although it is acknowledged as a real public health issue, the exact prevalence of dyslexia remains a vexed issue, with estimates varying from 2% to 20% across studies.

• #96 (PDF) Epidemiology of developmental dyslexia: A comparison of DSM-5 and ICD-11 criteria

  https://www.academia.edu/85229254/Epidemiology_of_developmental_dyslexia_A_comparison_of_DSM_5_and_ICD_11_criteria

  The two major medical classifications (ICD-11 and DSM-5), define diagnostic criteria for developmental dyslexia that partly differ and that are open to multiple interpretations, inducing different prevalence estimates and discordant cases. […] Overall, prevalence estimates ranged from 1.3% to 17.2% depending on the criteria and thresholds used. A reasonable set of criteria and thresholds (1.5 SD below mean for reading score, -0.5 SD for achievement) yielded a prevalence of dyslexia in France of 6.6% according to DSM-5 and 3.5% according to ICD-11. […] Developmental dyslexia is a lifelong impairment affecting 5% to 10% of the population. […] Developmental dyslexia is a persistent reading disorder characterized by inaccurate or slow and effortful reading but also by poor spelling. […] Developmental dyslexia (reading disability) is a specific impairment in learning to read that affects 36% of school children in English-speaking countries.

• #97 The Prevalence of Dyslexia: A New Approach to its Estimation

  https://pmc.ncbi.nlm.nih.gov/articles/PMC8183124/

  Although consensus suggests that prevalence depends upon severity of the reading problem with lower rates for more severe problems, this consensus has not been incorporated in prevalence estimates. […] Wagner et al. (2019) proposed that no single prevalence estimate is correct, but rather that there is a distribution of prevalence as a function of severity. […] They identified two kinds of readers: Unexpected poor readers (i.e., readers with dyslexia) were readers whose level of reading was substantially lower than their level of listening comprehension; expected poor readers were those whose level of reading was consistent with their level of listening comprehension. […] There were three main conclusions from Wagner et al. (2019). First, prevalence is better conceptualized as a distribution that varies as a function of severity, and this distribution can be examined. […] Second, samples of poor readers will contain more expected poor readers than unexpected or dyslexic readers. […] Third, individuals with dyslexia occur across the reading spectrum as opposed to only existing at the lower tail of reading performance.

• #98 The Prevalence of Dyslexia – Natalie Houalla – Dyslexia Action

  https://dyslexiaaction.org.uk/2023/10/the-prevalence-of-dyslexia/

  The question of prevalence in dyslexia is widely and consistently posed, and yet evades a decisive response. […] Currently, the British Dyslexia Association (BDA) states that 10% of the UK population are dyslexic, of which 4% are severely affected. […] The Yale Center for Dyslexia and Creativity in the US, on the other hand, states that it affects 20% of the population and notes that it is the most prevalent of all neurocognitive disorders. […] Recent work by Wagner et al. (2020), suggests that a definitive answer to the question of prevalence is seemingly elusive due to the continuous distribution of reading performance and predictors of dyslexia, together with the varied nature of samples of poor readers. […] The prevalence of dyslexia is better represented as a distribution that varies as a function of severity as opposed to any single-point estimate.

• #99 The Prevalence of Dyslexia: A New Approach to its Estimation

  https://pmc.ncbi.nlm.nih.gov/articles/PMC8183124/

  How prevalent is dyslexia? A definitive answer to this question has been elusive because of the continuous distribution of reading performance and predictors of dyslexia and because of the heterogeneous nature of samples of poor readers. […] In the present article, we replicate and extend a new approach for determining the prevalence of dyslexia. […] First, the prevalence of dyslexia is better represented as a distribution that varies as a function of severity as opposed to any single-point estimate. […] Second, samples of poor readers will contain more expected poor readers than unexpected or dyslexic readers. […] Third, individuals with dyslexia can be found across the reading spectrum as opposed to only at the lower tail of reading performance. […] These results have implications for screening and identification, and for recruiting participants for scientific studies of dyslexia.

• #100 The Prevalence of Dyslexia: A New Approach to its Estimation

  https://pmc.ncbi.nlm.nih.gov/articles/PMC8183124/

  Although consensus suggests that prevalence depends upon severity of the reading problem with lower rates for more severe problems, this consensus has not been incorporated in prevalence estimates. […] Wagner et al. (2019) proposed that no single prevalence estimate is correct, but rather that there is a distribution of prevalence as a function of severity. […] They identified two kinds of readers: Unexpected poor readers (i.e., readers with dyslexia) were readers whose level of reading was substantially lower than their level of listening comprehension; expected poor readers were those whose level of reading was consistent with their level of listening comprehension. […] There were three main conclusions from Wagner et al. (2019). First, prevalence is better conceptualized as a distribution that varies as a function of severity, and this distribution can be examined. […] Second, samples of poor readers will contain more expected poor readers than unexpected or dyslexic readers. […] Third, individuals with dyslexia occur across the reading spectrum as opposed to only existing at the lower tail of reading performance.

• #101 The Prevalence of Dyslexia: A New Approach to its Estimation

  https://pmc.ncbi.nlm.nih.gov/articles/PMC8183124/

  How prevalent is dyslexia? A definitive answer to this question has been elusive because of the continuous distribution of reading performance and predictors of dyslexia and because of the heterogeneous nature of samples of poor readers. […] In the present article, we replicate and extend a new approach for determining the prevalence of dyslexia. […] First, the prevalence of dyslexia is better represented as a distribution that varies as a function of severity as opposed to any single-point estimate. […] Second, samples of poor readers will contain more expected poor readers than unexpected or dyslexic readers. […] Third, individuals with dyslexia can be found across the reading spectrum as opposed to only at the lower tail of reading performance. […] These results have implications for screening and identification, and for recruiting participants for scientific studies of dyslexia.

• #102 The Prevalence of Dyslexia: A New Approach to its Estimation

  https://pmc.ncbi.nlm.nih.gov/articles/PMC8183124/

  Although consensus suggests that prevalence depends upon severity of the reading problem with lower rates for more severe problems, this consensus has not been incorporated in prevalence estimates. […] Wagner et al. (2019) proposed that no single prevalence estimate is correct, but rather that there is a distribution of prevalence as a function of severity. […] They identified two kinds of readers: Unexpected poor readers (i.e., readers with dyslexia) were readers whose level of reading was substantially lower than their level of listening comprehension; expected poor readers were those whose level of reading was consistent with their level of listening comprehension. […] There were three main conclusions from Wagner et al. (2019). First, prevalence is better conceptualized as a distribution that varies as a function of severity, and this distribution can be examined. […] Second, samples of poor readers will contain more expected poor readers than unexpected or dyslexic readers. […] Third, individuals with dyslexia occur across the reading spectrum as opposed to only existing at the lower tail of reading performance.

• #103 The Prevalence of Dyslexia: A New Approach to its Estimation

  https://pmc.ncbi.nlm.nih.gov/articles/PMC8183124/

  How prevalent is dyslexia? A definitive answer to this question has been elusive because of the continuous distribution of reading performance and predictors of dyslexia and because of the heterogeneous nature of samples of poor readers. […] In the present article, we replicate and extend a new approach for determining the prevalence of dyslexia. […] First, the prevalence of dyslexia is better represented as a distribution that varies as a function of severity as opposed to any single-point estimate. […] Second, samples of poor readers will contain more expected poor readers than unexpected or dyslexic readers. […] Third, individuals with dyslexia can be found across the reading spectrum as opposed to only at the lower tail of reading performance. […] These results have implications for screening and identification, and for recruiting participants for scientific studies of dyslexia.

• #104 The Prevalence of Dyslexia: A New Approach to its Estimation

  https://pmc.ncbi.nlm.nih.gov/articles/PMC8183124/

  Although consensus suggests that prevalence depends upon severity of the reading problem with lower rates for more severe problems, this consensus has not been incorporated in prevalence estimates. […] Wagner et al. (2019) proposed that no single prevalence estimate is correct, but rather that there is a distribution of prevalence as a function of severity. […] They identified two kinds of readers: Unexpected poor readers (i.e., readers with dyslexia) were readers whose level of reading was substantially lower than their level of listening comprehension; expected poor readers were those whose level of reading was consistent with their level of listening comprehension. […] There were three main conclusions from Wagner et al. (2019). First, prevalence is better conceptualized as a distribution that varies as a function of severity, and this distribution can be examined. […] Second, samples of poor readers will contain more expected poor readers than unexpected or dyslexic readers. […] Third, individuals with dyslexia occur across the reading spectrum as opposed to only existing at the lower tail of reading performance.

• #105 The Prevalence of Dyslexia: A New Approach to its Estimation

  https://pmc.ncbi.nlm.nih.gov/articles/PMC8183124/

  Although consensus suggests that prevalence depends upon severity of the reading problem with lower rates for more severe problems, this consensus has not been incorporated in prevalence estimates. […] Wagner et al. (2019) proposed that no single prevalence estimate is correct, but rather that there is a distribution of prevalence as a function of severity. […] They identified two kinds of readers: Unexpected poor readers (i.e., readers with dyslexia) were readers whose level of reading was substantially lower than their level of listening comprehension; expected poor readers were those whose level of reading was consistent with their level of listening comprehension. […] There were three main conclusions from Wagner et al. (2019). First, prevalence is better conceptualized as a distribution that varies as a function of severity, and this distribution can be examined. […] Second, samples of poor readers will contain more expected poor readers than unexpected or dyslexic readers. […] Third, individuals with dyslexia occur across the reading spectrum as opposed to only existing at the lower tail of reading performance.

• #106 Dyslexia Basics – International Dyslexia Association

  https://dyslexiaida.org/dyslexia-basics/

  Dyslexia is a lifelong condition. With proper help, many people with dyslexia can learn to read and write well. Early identification and treatment is the key to helping individuals with dyslexia achieve in school and in life. […] The Individuals with Disabilities Education Act 2004 (IDEA), Section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act (ADA) define the rights of students with dyslexia and other specific learning disabilities.

• #107 Dyslexia Statistics & Facts

  https://www.mastermindbehavior.com/post/dyslexia-statistics-facts

  Early identification of dyslexia is crucial. When diagnosed early, individuals can receive the intervention they need, enhancing their chances for success in academics and beyond. Studies indicate that when support is provided promptly, 90-95% of dyslexic students can achieve grade-level reading, significantly improving their educational outcomes and self-esteem.

• #108 Dyslexia Statistics- Facts and Figures – Sedona Sky Academy

  https://www.sedonasky.org/blog/dyslexia-statistics–facts-and-figures

  Dyslexia can have a significant impact on education and employment opportunities for individuals affected by the disorder. […] Approximately 70-80% of individuals with poor reading skills in the early grades are likely to continue struggling with reading in later years if not provided with appropriate support and interventions. […] Studies indicate that up to 35% of students with dyslexia drop out of high school, compared to the national average dropout rate of 8%. […] Understanding these statistics helps shed light on the impact of dyslexia and the need for early detection, appropriate interventions, and support to help individuals with dyslexia thrive in education and employment settings. […] Early detection and diagnosis of dyslexia are essential for implementing appropriate interventions and support strategies.

• #109 Dyslexia Statistics- Facts and Figures – Sedona Sky Academy

  https://www.sedonasky.org/blog/dyslexia-statistics–facts-and-figures

  Dyslexia is a neurological condition that affects reading and writing skills. […] It is estimated that 5-10% of the population has dyslexia. […] Dyslexia can run in families and is often hereditary. […] Early identification and intervention can help individuals with dyslexia succeed in school and life. […] Research has shown that early reading interventions can improve outcomes for children at risk for developing dyslexia. […] In the United States, dyslexia affects approximately 5-10% of the population, which translates to around 20 million people. […] It is estimated that about 70-80% of individuals with poor reading skills have some form of dyslexia. […] Research has shown that early screening and intervention can significantly improve outcomes for children with dyslexia. However, only about 1 in 5 students with dyslexia receive appropriate support and accommodations in schools.

• #110 Dyslexia Statistics & Facts

  https://www.mastermindbehavior.com/post/dyslexia-statistics-facts

  Early identification of dyslexia is crucial. When diagnosed early, individuals can receive the intervention they need, enhancing their chances for success in academics and beyond. Studies indicate that when support is provided promptly, 90-95% of dyslexic students can achieve grade-level reading, significantly improving their educational outcomes and self-esteem.

• #111 Recent update on reading disability (dyslexia) focused on neurobiology

  https://www.e-cep.org/journal/view.php?doi=10.3345/cep.2020.01543

  The diagnosis considers medical history, observation, psychological evaluation, and reading test results. […] Dyslexia should be considered for differential diagnosis if there are concerns about academic achievement and/or reading. […] The early diagnosis of dyslexia in children is pertinent to achieving successful early interventions in the reading process, which can improve reading results. […] An accurate diagnosis and timely specialized intervention are important in children with dyslexia.

• #112 Dyslexia FAQ – Yale Dyslexia

  https://dyslexia.yale.edu/dyslexia/dyslexia-faq/

  Dyslexia affects 20 percent of the population and represents 8090 percent of all those with learning disabilities. It is the most common of all neuro-cognitive disorders. […] The Shaywitz DyslexiaScreen for the first time enables schools nationwide and internationally to quickly and reliably screen all kindergarten and first grade students for dyslexia, allowing early support and intervention. […] If the student qualifies for an IEP (Individualized Education Program) under the Individuals with Disabilities Education Act (IDEA), and the IEP recommends accommodations, then the school must provide them. If the student does not qualify for an IEP, he or she may still be eligible for accommodations under Section 504 of the Rehabilitation Act of 1973.

• #113 Psychiatry.org – What Are Specific Learning Disorders?

  https://www.psychiatry.org/patients-families/specific-learning-disorder/what-is-specific-learning-disorder

  Learning disorders, if not recognized and managed, can cause problems throughout a persons life beyond having lower academic achievement. These problems include increased risk of greater psychological distress, poorer overall mental health, unemployment, underemployment and dropping out of school. […] Under federal law, per the Individuals with Disabilities Education Act (IDEA), students with learning disorders are eligible for special education services. The law requires that if a child is suspected of having a specific learning disability, the school must provide an evaluation. Those found to have specific learning disorders are eligible for special education services. An IEP team, including school personnel and parents, will develop an Individualized Education Plan (IEP) for the student with SLD. Parents should specifically ask for an evaluation if they are concerned. Educational advocates may be helpful to families in the IEP process. The federal law also requires that free appropriate public education (FAPE) be offered to all students, including those requiring special education.

• #114 The lost children: The underdiagnosis of dyslexia in Italy. A cross-sectional national study | PLOS One

  https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0210448

  The results of the pilot study conducted in the Friuli Venezia Giulia Region have been fully confirmed in the new areas involved: dyslexia is not recognized in almost two out of three children at the age of 8-10 years, when the disorder should be clearly expressed and identified. […] The consequence of the non-recognition of two-thirds (or more) of the cases of dyslexia is the lack of adequate and timely intervention, leading to internalizing (anxiety and depressive) behaviors, suicidal ideation, school failure and drop out. […] This study confirms that in primary school children in Italy dyslexia is widely underestimated: at the age of 8-10 years, in two out of three children, dyslexia had not been previously diagnosed. Reliable data on dyslexia prevalence are necessary to adequately allocate human and financial resources both to Health Services and Schools.

• #115 Psychiatry.org – What Are Specific Learning Disorders?

  https://www.psychiatry.org/patients-families/specific-learning-disorder/what-is-specific-learning-disorder

  Learning disorders, if not recognized and managed, can cause problems throughout a persons life beyond having lower academic achievement. These problems include increased risk of greater psychological distress, poorer overall mental health, unemployment, underemployment and dropping out of school. […] Under federal law, per the Individuals with Disabilities Education Act (IDEA), students with learning disorders are eligible for special education services. The law requires that if a child is suspected of having a specific learning disability, the school must provide an evaluation. Those found to have specific learning disorders are eligible for special education services. An IEP team, including school personnel and parents, will develop an Individualized Education Plan (IEP) for the student with SLD. Parents should specifically ask for an evaluation if they are concerned. Educational advocates may be helpful to families in the IEP process. The federal law also requires that free appropriate public education (FAPE) be offered to all students, including those requiring special education.

• #116 Dyslexia Statistics & Facts

  https://www.mastermindbehavior.com/post/dyslexia-statistics-facts

  Socioeconomic factors also influence its prevalence. Children from disadvantaged backgrounds are more likely to experience reading difficulties, making targeted intervention crucial for those in high poverty areas. […] Early identification and targeted educational interventions are pivotal for individuals with dyslexia. Unfortunately, only about 1 in 4 students with dyslexia are formally diagnosed in schools, leading to a gap in support. […] Dyslexia can have profound effects on educational achievements and future employment opportunities. The dropout rate for individuals with dyslexia can reach as high as 35%, significantly higher than the national average. […] Children growing up in poverty are 40% more likely to develop reading and language learning difficulties. […] Understanding the genetic aspects can aid in early identification and intervention for children at risk.

• #117 Dyslexia Statistics- Facts and Figures – Sedona Sky Academy

  https://www.sedonasky.org/blog/dyslexia-statistics–facts-and-figures

  Dyslexia can have a significant impact on education and employment opportunities for individuals affected by the disorder. […] Approximately 70-80% of individuals with poor reading skills in the early grades are likely to continue struggling with reading in later years if not provided with appropriate support and interventions. […] Studies indicate that up to 35% of students with dyslexia drop out of high school, compared to the national average dropout rate of 8%. […] Understanding these statistics helps shed light on the impact of dyslexia and the need for early detection, appropriate interventions, and support to help individuals with dyslexia thrive in education and employment settings. […] Early detection and diagnosis of dyslexia are essential for implementing appropriate interventions and support strategies.

• #118 Dyslexia Statistics- Facts and Figures – Sedona Sky Academy

  https://www.sedonasky.org/blog/dyslexia-statistics–facts-and-figures

  Dyslexia can have a significant impact on education and employment opportunities for individuals affected by the disorder. […] Approximately 70-80% of individuals with poor reading skills in the early grades are likely to continue struggling with reading in later years if not provided with appropriate support and interventions. […] Studies indicate that up to 35% of students with dyslexia drop out of high school, compared to the national average dropout rate of 8%. […] Understanding these statistics helps shed light on the impact of dyslexia and the need for early detection, appropriate interventions, and support to help individuals with dyslexia thrive in education and employment settings. […] Early detection and diagnosis of dyslexia are essential for implementing appropriate interventions and support strategies.

• #119 The Submerged Dyslexia Iceberg: How Many School Children Are Not Diagnosed? Results from an Italian Study | PLOS One

  https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0048082

  Although dyslexia is one of the most common neurobehavioral disorders affecting children, prevalence is uncertain and available data are scanty and dated. The objective of this study is to evaluate the prevalence of dyslexia in an unselected school population using clearly defined and rigorous diagnostic criteria and methods. […] The prevalence of dyslexia in the enrolled population ranged from 3.1% (95% CI 2.2-4.1%) to 3.2% (95% CI 2.4-4.3%) depending on different criteria adopted. In two out of three children with dyslexia the disorder had not been previously diagnosed. […] This study shows that dyslexia is largely underestimated in Italy and underlines the need for reliable information on prevalence, in order to better allocate resources both to Health Services and Schools. […] Given the differences in methods, definitions and diagnostic criteria adopted, it is difficult to compare the prevalence data obtained in this study with those previously reported in Italy. […] Therefore, it is interesting to notice that in two out of three children with dyslexia the disorder had not been previously diagnosed. These data confirm the need for reliable information on dyslexia prevalence in order to better allocate resources both to Health Services and Schools.

• #120 The lost children: The underdiagnosis of dyslexia in Italy. A cross-sectional national study | PLOS One

  https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0210448

  The results of the pilot study conducted in the Friuli Venezia Giulia Region have been fully confirmed in the new areas involved: dyslexia is not recognized in almost two out of three children at the age of 8-10 years, when the disorder should be clearly expressed and identified. […] The consequence of the non-recognition of two-thirds (or more) of the cases of dyslexia is the lack of adequate and timely intervention, leading to internalizing (anxiety and depressive) behaviors, suicidal ideation, school failure and drop out. […] This study confirms that in primary school children in Italy dyslexia is widely underestimated: at the age of 8-10 years, in two out of three children, dyslexia had not been previously diagnosed. Reliable data on dyslexia prevalence are necessary to adequately allocate human and financial resources both to Health Services and Schools.

• #121 Dyslexia Epidemiology Study Insights & Analysis – MRFR

  https://www.marketresearchfuture.com/medintellix/dyslexia-epidemiology-study

  To determine the prevalence and incidence of Dyslexia among individuals in a defined population. This objective outlines the primary aim of the study, which is to establish the frequency of Dyslexia within a specific age group and geographic area, while also seeking to understand potential factors contributing to its development. […] This epidemiological study on Dyslexia stands out due to its comprehensive approach in establishing precise prevalence rates, identifying novel risk factors, and exploring geographical variations in a diverse population. […] The significance of studying Dyslexia epidemiology is due to its increasing prevalence in different age populations. […] Dyslexia study summarizes the prevalence, incidence, possible risk factors, and geographic variations of the Dyslexia worldwide.

• #122 Prevalence of undiagnosed dyslexia in African-American primary school children | npj Science of Learning

  https://www.nature.com/articles/s41539-023-00204-8

  Dyslexia is among the most common neurodevelopmental disorders in children, yet despite its high prevalence all too frequently goes undiagnosed. […] Our results suggest that large numbers of African-American students with dyslexia may be overlooked in schools. […] Dyslexia is the most common neurodevelopmental disorder in children-epidemiological studies indicate that dyslexia is highly prevalent, affecting one in five, with boys and girls equally impacted. […] Our current findings using well-established metrics, along with data from NAEP studies over the last decade, suggest that large numbers of African-American students may have dyslexia and are currently not diagnosed and are being overlooked in school. […] These data have important implications for educators and policy makers. Regardless of the underlying explanation for the high prevalence of reading difficulties in African-American children, the fact remains that these children must be screened for dyslexia early and provided with effective, evidence-based interventions.

• #123 Psychiatry.org – What Are Specific Learning Disorders?

  https://www.psychiatry.org/patients-families/specific-learning-disorder/what-is-specific-learning-disorder

  Learning disorders, if not recognized and managed, can cause problems throughout a persons life beyond having lower academic achievement. These problems include increased risk of greater psychological distress, poorer overall mental health, unemployment, underemployment and dropping out of school. […] Under federal law, per the Individuals with Disabilities Education Act (IDEA), students with learning disorders are eligible for special education services. The law requires that if a child is suspected of having a specific learning disability, the school must provide an evaluation. Those found to have specific learning disorders are eligible for special education services. An IEP team, including school personnel and parents, will develop an Individualized Education Plan (IEP) for the student with SLD. Parents should specifically ask for an evaluation if they are concerned. Educational advocates may be helpful to families in the IEP process. The federal law also requires that free appropriate public education (FAPE) be offered to all students, including those requiring special education.

• #124 Dyslexia Basics – International Dyslexia Association

  https://dyslexiaida.org/dyslexia-basics/

  Dyslexia is a lifelong condition. With proper help, many people with dyslexia can learn to read and write well. Early identification and treatment is the key to helping individuals with dyslexia achieve in school and in life. […] The Individuals with Disabilities Education Act 2004 (IDEA), Section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act (ADA) define the rights of students with dyslexia and other specific learning disabilities.

• #125 Dyslexia Statistics: Prevalence, Facts & Myth Busters – Carebot ABA

  https://carebotaba.com/dyslexia-statistics/

  The prevalence of dyslexia varies depending on the state, with Connecticut having the highest rate of dyslexia at 20%, according to a study by the Yale Center for Dyslexia and Creativity. […] Early detection and intervention are crucial for individuals with dyslexia, yet only 4 out of 50 states in the U.S. mandate screening for dyslexia in public schools. […] Dyslexia can be difficult to diagnose and may go undiagnosed or receive inadequate support due to limited access to screening and intervention services. […] The effects of using different diagnostic criteria on the prevalence rates of dyslexia are not yet well understood. However, it is clear that the definition and diagnosis of dyslexia will continue to be an area of active research and debate in the field.

• #126 What is Dyslexia | Dyslexia Ireland

  https://dyslexia.ie/info-hub/about-dyslexia/what-is-dyslexia/

  Estimates of prevalence vary significantly and depend on the particular definition of dyslexia used in each research study, as well as other factors including language complexity. Depending on the definition used, between 4% to 17% of the population may be considered to have dyslexia. The internationally agreed consensus is that 10% is the average worldwide estimate. […] Dyslexia is a recognised disability under Irish and EU law (such as under equalities, accessibility and disability legislation). However, many dyslexic people do not consider themselves ‘disabled’ and the individual’s view should be respected.

• #127 SC Dyslexia Handbook – South Carolina Department of Education – 05/10/2025 3:39 AM

  https://ed.sc.gov/instruction/early-learning-and-literacy/multi-tiered-system-of-supports-mtss/sc-dyslexia-handbook/

  On May 18, 2018, Governor Henry McMaster signed into law Act 213, which directed districts to begin implementation of a Multi-Tiered System of Supports (MTSS). MTSS addresses the needs of the whole child – academically, behaviorally, socially, and emotionally – through a holistic and personalized system of learning that incorporates academics and social emotional into one framework. A core component of Act 213 involves both identifying and supporting students with reading difficulties, including dyslexia. […] To better serve students with dyslexia, the SC Learning Disorders Task Force (LDTF) recommended the development of a statewide dyslexia handbook. In March 2020, the South Carolina Department of Education (SCDE) assembled a committee of representatives from the educational, medical, and research fields to begin writing the handbook using a framework provided by the LDTF.

• #128 SC Dyslexia Handbook – South Carolina Department of Education – 05/10/2025 3:39 AM

  https://ed.sc.gov/instruction/early-learning-and-literacy/multi-tiered-system-of-supports-mtss/sc-dyslexia-handbook/

  The handbook will serve as a resource for educators on effective reading instruction and interventions for students with reading difficulties including dyslexia. The handbook covers areas such as the qualities of effective Tier 1 (core) reading instruction, how to screen students for reading difficulties and progress monitor, and how educators can best serve students identified as having dyslexia or other reading difficulties. It also contains resources for parents as well as teacher professional development information.

• #129 Dyslexia. Early signs of dyslexia & treatment info at Patient

  https://patient.info/doctor/dyslexia-pro

  Dyslexia affects all kinds of people regardless of intelligence, ethnicity or social class. Prevalence estimates depend on definition but is estimated to be between 5% and 17% of school-aged children. Adult dyslexia affects about 4% of the population. […] There is a relatively small but significant male predominance. However boys with dyslexia come to clinical attention more often than girls because of higher rates of comorbid disorders, including attention deficit hyperactivity disorder (ADHD). […] Genetic and neuroimaging research have revealed that dyslexia is heritable, with brain differences that are present even before reading instruction begins.

• #130 Discovery of 42 genome-wide significant loci associated with dyslexia | Nature Genetics

  https://www.nature.com/articles/s41588-022-01192-y

  Reading and writing are crucial life skills but roughly one in ten children are affected by dyslexia, which can persist into adulthood. […] Here we performed a genome-wide association study of 51,800 adults self-reporting a dyslexia diagnosis and 1,087,070 controls and identified 42 independent genome-wide significant loci: 15 in genes linked to cognitive ability/educational attainment, and 27 new and potentially more specific to dyslexia. […] Dyslexia is a neurodevelopmental disorder characterized by severe reading difficulties, present in 5-17.5% of the population, depending on diagnostic criteria. […] Dyslexia may represent the low extreme of a continuum of reading ability, a complex multifactorial trait with heritability estimates ranging from 40% to 80%. […] Identifying genetic risk factors not only aids increased understanding of the biological mechanisms, but may also expand diagnostic capabilities, facilitating earlier identification of individuals prone to dyslexia and co-occurring disorders for specific support.

• #131 Discovery of 42 genome-wide significant loci associated with dyslexia | Nature Genetics

  https://www.nature.com/articles/s41588-022-01192-y

  Here, we present the largest dyslexia GWAS to date, with 51,800 adults self-reporting a dyslexia diagnosis and 1,087,070 controls. […] We identified 42 independent genome-wide significant associated loci (P<10^-8) and 64 loci with suggestive significance (P<10^-6). [...] We also performed sex-specific GWAS and age-specific GWAS (younger or older than 55 years) because dyslexia prevalence was higher in our younger (5.34% in 20- to 30-year-olds) than older (3.23% in 80- to 90-year-olds) participants. [...] Our estimated SNP-based heritability of 19% (assuming a 10% dyslexia population prevalence) was equal to that reported in a smaller GWAS, but lower than heritability estimates from twin studies (40-80%). [...] In summary, we report 42 new independent genome-wide significant loci associated with dyslexia, 27 of which have not been associated with cognitive-educational traits and should be prioritized for follow up as dyslexia candidates.

• #132 Discovery of 42 genome-wide significant loci associated with dyslexia | Nature Genetics

  https://www.nature.com/articles/s41588-022-01192-y

  Reading and writing are crucial life skills but roughly one in ten children are affected by dyslexia, which can persist into adulthood. […] Here we performed a genome-wide association study of 51,800 adults self-reporting a dyslexia diagnosis and 1,087,070 controls and identified 42 independent genome-wide significant loci: 15 in genes linked to cognitive ability/educational attainment, and 27 new and potentially more specific to dyslexia. […] Dyslexia is a neurodevelopmental disorder characterized by severe reading difficulties, present in 5-17.5% of the population, depending on diagnostic criteria. […] Dyslexia may represent the low extreme of a continuum of reading ability, a complex multifactorial trait with heritability estimates ranging from 40% to 80%. […] Identifying genetic risk factors not only aids increased understanding of the biological mechanisms, but may also expand diagnostic capabilities, facilitating earlier identification of individuals prone to dyslexia and co-occurring disorders for specific support.

• #133 Discovery of 42 genome-wide significant loci associated with dyslexia | Nature Genetics

  https://www.nature.com/articles/s41588-022-01192-y

  Here, we present the largest dyslexia GWAS to date, with 51,800 adults self-reporting a dyslexia diagnosis and 1,087,070 controls. […] We identified 42 independent genome-wide significant associated loci (P<10^-8) and 64 loci with suggestive significance (P<10^-6). [...] We also performed sex-specific GWAS and age-specific GWAS (younger or older than 55 years) because dyslexia prevalence was higher in our younger (5.34% in 20- to 30-year-olds) than older (3.23% in 80- to 90-year-olds) participants. [...] Our estimated SNP-based heritability of 19% (assuming a 10% dyslexia population prevalence) was equal to that reported in a smaller GWAS, but lower than heritability estimates from twin studies (40-80%). [...] In summary, we report 42 new independent genome-wide significant loci associated with dyslexia, 27 of which have not been associated with cognitive-educational traits and should be prioritized for follow up as dyslexia candidates.

• #134 Discovery of 42 genome-wide significant loci associated with dyslexia | Nature Genetics

  https://www.nature.com/articles/s41588-022-01192-y

  Reading and writing are crucial life skills but roughly one in ten children are affected by dyslexia, which can persist into adulthood. […] Here we performed a genome-wide association study of 51,800 adults self-reporting a dyslexia diagnosis and 1,087,070 controls and identified 42 independent genome-wide significant loci: 15 in genes linked to cognitive ability/educational attainment, and 27 new and potentially more specific to dyslexia. […] Dyslexia is a neurodevelopmental disorder characterized by severe reading difficulties, present in 5-17.5% of the population, depending on diagnostic criteria. […] Dyslexia may represent the low extreme of a continuum of reading ability, a complex multifactorial trait with heritability estimates ranging from 40% to 80%. […] Identifying genetic risk factors not only aids increased understanding of the biological mechanisms, but may also expand diagnostic capabilities, facilitating earlier identification of individuals prone to dyslexia and co-occurring disorders for specific support.

• #135 The Prevalence of Dyslexia: A New Approach to its Estimation

  https://pmc.ncbi.nlm.nih.gov/articles/PMC8183124/

  How requiring relative versus absolute levels of poor performance affects prevalence is demonstrated by a study that reported one of the highest prevalence estimates of 17.4 percent. […] Identification of individuals with dyslexia is difficult to do reliably. […] Our understanding of some of the reasons for unreliability in identification can inform the development of more reliable models of identification. […] One approach to reducing measurement error is to use hybrid models that incorporate multiple indicators or criteria. […] The constellation model predicts four near-term consequences of dyslexia: poor decoding, impoverished sight-word vocabulary, poor response to instruction and intervention, and listening comprehension better than reading comprehension. […] Bayesian models are flexible in that they can incorporate essentially any kind of predictive information.

• #136 The Prevalence of Dyslexia: A New Approach to its Estimation

  https://pmc.ncbi.nlm.nih.gov/articles/PMC8183124/

  How requiring relative versus absolute levels of poor performance affects prevalence is demonstrated by a study that reported one of the highest prevalence estimates of 17.4 percent. […] Identification of individuals with dyslexia is difficult to do reliably. […] Our understanding of some of the reasons for unreliability in identification can inform the development of more reliable models of identification. […] One approach to reducing measurement error is to use hybrid models that incorporate multiple indicators or criteria. […] The constellation model predicts four near-term consequences of dyslexia: poor decoding, impoverished sight-word vocabulary, poor response to instruction and intervention, and listening comprehension better than reading comprehension. […] Bayesian models are flexible in that they can incorporate essentially any kind of predictive information.

• #137 The Prevalence of Dyslexia: A New Approach to its Estimation

  https://pmc.ncbi.nlm.nih.gov/articles/PMC8183124/

  How requiring relative versus absolute levels of poor performance affects prevalence is demonstrated by a study that reported one of the highest prevalence estimates of 17.4 percent. […] Identification of individuals with dyslexia is difficult to do reliably. […] Our understanding of some of the reasons for unreliability in identification can inform the development of more reliable models of identification. […] One approach to reducing measurement error is to use hybrid models that incorporate multiple indicators or criteria. […] The constellation model predicts four near-term consequences of dyslexia: poor decoding, impoverished sight-word vocabulary, poor response to instruction and intervention, and listening comprehension better than reading comprehension. […] Bayesian models are flexible in that they can incorporate essentially any kind of predictive information.

• #138 SC Dyslexia Handbook – South Carolina Department of Education – 05/10/2025 3:39 AM

  https://ed.sc.gov/instruction/early-learning-and-literacy/multi-tiered-system-of-supports-mtss/sc-dyslexia-handbook/

  On May 18, 2018, Governor Henry McMaster signed into law Act 213, which directed districts to begin implementation of a Multi-Tiered System of Supports (MTSS). MTSS addresses the needs of the whole child – academically, behaviorally, socially, and emotionally – through a holistic and personalized system of learning that incorporates academics and social emotional into one framework. A core component of Act 213 involves both identifying and supporting students with reading difficulties, including dyslexia. […] To better serve students with dyslexia, the SC Learning Disorders Task Force (LDTF) recommended the development of a statewide dyslexia handbook. In March 2020, the South Carolina Department of Education (SCDE) assembled a committee of representatives from the educational, medical, and research fields to begin writing the handbook using a framework provided by the LDTF.

• #139 Unlocking Dyslexia: Eye-Opening Statistics & Facts

  https://www.mastermindbehavior.com/post/dyslexia-statistics-and-facts

  Early identification of dyslexia is critical as it significantly impacts long-term outcomes. […] The benefits of early intervention include: Academic Success, Confidence Boost, Social Skills Development, Reduced Dropout Rate. […] Educational interventions are essential for fostering success in students with dyslexia. […] Implementing effective interventions not only helps with academic goals but also addresses these emotional and social challenges, preparing them for future success. […] Dyslexia research has unveiled important information about the neurodevelopmental factors contributing to this learning disability and its genetic underpinnings. […] Dyslexia is a specific learning disability characterized by difficulties in word recognition, spelling, decoding, and phonological processing.

• #140 Dyslexia epidemiology and demographics – wikidoc

  https://www.wikidoc.org/index.php/Dyslexia_epidemiology_and_demographics

  In the United States, researchers estimate the prevalence of dyslexia to range from five to nine percent of school-aged children, though some have put the figure as high as 17 percent. […] Recent studies indicate that dyslexia is particularly prevalent among small business owners, with roughly 20 to 35 percent of U. S. and British entrepreneurs being affected. […] Dyslexia’s main manifestation is a difficulty in developing word-level reading skills in elementary school children. […] Most scientific criteria for dyslexia exclude cases that can be explained as arising from environmental factors such as lack of education or total sensory deficits. […] Dyslexia has many variations dependent on the cultural choice of visual notation of speech.

• #141 People with dyslexia have skills that we need, says GCHQ | GCHQ | The Guardian

  https://www.theguardian.com/uk-news/2021/apr/29/people-with-dyslexia-have-skills-that-we-need-says-gchq

  Apprentices on GCHQs scheme are four times more likely to have dyslexia than those on other organisations programmes, the agency has said, the result of a drive to recruit those whose brains process information differently. […] GCHQ says those with dyslexia have valuable skills spotting patterns that others miss a key area the spy agency wants to encourage as it pivots away from dead letter drops and bugging towards high-tech cybersecurity and data analysis. […] Cavan said that the agency has valued neurodiversity during its 100-year existence, with the work of the second world war code-breaker Alan Turing its best known example. […] However, the shift to online defence and security prompted by the governments integrated review in March will make dyslexic thinking skills an even bigger feature of GCHQs future, she said.

• #142 Dyslexia epidemiology and demographics – wikidoc

  https://www.wikidoc.org/index.php/Dyslexia_epidemiology_and_demographics

  In the United States, researchers estimate the prevalence of dyslexia to range from five to nine percent of school-aged children, though some have put the figure as high as 17 percent. […] Recent studies indicate that dyslexia is particularly prevalent among small business owners, with roughly 20 to 35 percent of U. S. and British entrepreneurs being affected. […] Dyslexia’s main manifestation is a difficulty in developing word-level reading skills in elementary school children. […] Most scientific criteria for dyslexia exclude cases that can be explained as arising from environmental factors such as lack of education or total sensory deficits. […] Dyslexia has many variations dependent on the cultural choice of visual notation of speech.

• #143 People with dyslexia have skills that we need, says GCHQ | GCHQ | The Guardian

  https://www.theguardian.com/uk-news/2021/apr/29/people-with-dyslexia-have-skills-that-we-need-says-gchq

  Apprentices on GCHQs scheme are four times more likely to have dyslexia than those on other organisations programmes, the agency has said, the result of a drive to recruit those whose brains process information differently. […] GCHQ says those with dyslexia have valuable skills spotting patterns that others miss a key area the spy agency wants to encourage as it pivots away from dead letter drops and bugging towards high-tech cybersecurity and data analysis. […] Cavan said that the agency has valued neurodiversity during its 100-year existence, with the work of the second world war code-breaker Alan Turing its best known example. […] However, the shift to online defence and security prompted by the governments integrated review in March will make dyslexic thinking skills an even bigger feature of GCHQs future, she said.

• #144 People with dyslexia have skills that we need, says GCHQ | GCHQ | The Guardian

  https://www.theguardian.com/uk-news/2021/apr/29/people-with-dyslexia-have-skills-that-we-need-says-gchq

  Apprentices on GCHQs scheme are four times more likely to have dyslexia than those on other organisations programmes, the agency has said, the result of a drive to recruit those whose brains process information differently. […] GCHQ says those with dyslexia have valuable skills spotting patterns that others miss a key area the spy agency wants to encourage as it pivots away from dead letter drops and bugging towards high-tech cybersecurity and data analysis. […] Cavan said that the agency has valued neurodiversity during its 100-year existence, with the work of the second world war code-breaker Alan Turing its best known example. […] However, the shift to online defence and security prompted by the governments integrated review in March will make dyslexic thinking skills an even bigger feature of GCHQs future, she said.

• #145 People with dyslexia have skills that we need, says GCHQ | GCHQ | The Guardian

  https://www.theguardian.com/uk-news/2021/apr/29/people-with-dyslexia-have-skills-that-we-need-says-gchq

  According to Kate Griggs, the chief executive of Made by Dyslexia, GCHQ is a good example of how employers can take advantage of the distinctive ways people with dyslexia process information, an understanding she said was hit and miss across industries. […] The main reason that we have a problem is that a lot of things we measure in education and in employment use standardised tests which have been the same for decades. Dyslexic people dont have standardised minds; we process information differently, which is hugely valuable once we get into the workforce, she said. […] A report produced by the charity with the consultancy EY suggested that some of the thinking skills people with dyslexia tend to be especially strong in include complex problem-solving, empathy, communication and critical thinking. These are becoming increasingly valued in workplaces as AI and machine-learning mean that more routine tasks are automated, the authors said.

• #146 People with dyslexia have skills that we need, says GCHQ | GCHQ | The Guardian

  https://www.theguardian.com/uk-news/2021/apr/29/people-with-dyslexia-have-skills-that-we-need-says-gchq

  According to Kate Griggs, the chief executive of Made by Dyslexia, GCHQ is a good example of how employers can take advantage of the distinctive ways people with dyslexia process information, an understanding she said was hit and miss across industries. […] The main reason that we have a problem is that a lot of things we measure in education and in employment use standardised tests which have been the same for decades. Dyslexic people dont have standardised minds; we process information differently, which is hugely valuable once we get into the workforce, she said. […] A report produced by the charity with the consultancy EY suggested that some of the thinking skills people with dyslexia tend to be especially strong in include complex problem-solving, empathy, communication and critical thinking. These are becoming increasingly valued in workplaces as AI and machine-learning mean that more routine tasks are automated, the authors said.

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