Nearly every state in the United States has passed legislation over the last two decades intended to help schools identify and support students living with dyslexia. These sweeping policy changes have not consistently altered how schools diagnose students with the condition, nor have they reliably improved student reading test scores. An analysis of national education data reveals that while a handful of states saw reading gains following new policies, a large number experienced stagnant or declining literacy outcomes among students with learning disabilities. The research was published recently in the journal Annals of Dyslexia.

Read more HERE