A review of 40 years of genetic research suggests that dyslexia, a common learning disorder affecting reading ability, may not be caused by a single faulty gene but rather by vulnerabilities in broader brain networks. A psychology professor at the University of Houston presented this perspective, challenging long-held beliefs about the origins of dyslexia. The condition impacts up to 20% of the global population—approximately 780 million people—who experience persistent difficulties with reading throughout their lives.
The report showed that special education enrollment has climbed in recent years, with more than 857,000 students statewide in special education in the 2024-25 school year. That number was 498,320 seven years ago, marking a 72% increase.
The number of Texas students with dyslexia continues to increase, from 149,943 students in 2023 to 212,167 in 2024. Over the past six years, the number of students enrolled in special education for dyslexia has risen by more than 636%.
Those increases coincide with a rise in the number of special education evaluations conducted statewide. Last school year, more than 178,000 initial evaluations took place in Texas, according to the TEA’s report. Recent state funding included money for those evaluations, giving schools an extra $1,000 for each evaluation to determine if a student had a disability.
Contributing to the jump, a 2023 state law defined dyslexia as a learning disability, meaning students with dyslexia were required to get individualized education programs and have access to special education services.
The State Department’s recent reversal of a 2023 decision to switch from Times New Roman to Calibri revived a decades-old debate over whether certain typefaces improve accessibility, particularly for people with dyslexia. The idea is simple and appealing: Choose the right font, and reading becomes easier.
That idea is comforting. It is also wrong.
Dyslexia is not a visual disorder. It is a language‑based learning disability rooted in how the brain processes speech sounds and connects them to print. People with dyslexia struggle with foundational skills such as phonics and with reading fluency not because letters look confusing, but because written language does not come automatically.
A University of Houston psychology professor is challenging the notion that dyslexia, or specific reading disorder, stems from a single faulty gene in the brain, suggesting instead that it is caused by an overall brain network vulnerability. The insight reshapes understanding of one of the world’s most common learning disorders, which affects up to 20% of the world’s population—nearly 780 million people who face lifelong challenges with reading.
Parents often tell their children to sound out the words as they are learning to read. It makes sense: Since they already know how to speak, the sound of a word might serve as a clue to its meaning.
It turns out there’s a surprising and deep connection between what’s going on in your mouth and how your brain handles reading, and a University of Alberta research team hopes to use it to help people with dyslexia and other reading difficulties.
Creative Sound Play recognizes what science and caregivers have long observed: humans communicate, bond, and learn through sound before words, symbols, or formal music. From giggles and coos to call-and-response vocal play, sound is a child’s first language—and one of the most accessible, inclusive educational tools available to educators today.
Dr. Mireault’s research highlights laughter as a mechanism for social bonding and emotional regulation, particularly in moments of surprise, play, and shared attention. Creative Sound Play extends this understanding into classrooms by intentionally using vocal sounds, clapping, stomping, silence, rhythm, and playful listening to strengthen relationships, support self-regulation, and transform everyday moments—especially transition times—into meaningful learning experiences.
