The rapid rise of dyslexia in public discourse reflects a long-overdue shift in education. For decades, students with persistent reading difficulties were misunderstood, mislabeled or overlooked entirely. Increased awareness has helped dispel harmful myths, fueled the Science of Reading movement, and prompted schools to take literacy instruction more seriously.

The urgency could not be greater. According to the 2024 National Assessment of Educational Progress (NAEP), only 31% of fourth graders performed at or above the proficient level in reading, while 40% scored below the basic level, the highest percentage since 2002.

The Science of Reading has transformed what educators know about teaching children to read. The challenge now is no longer one of knowledge. It is one of implementation.

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