{"id":27068,"date":"2026-10-01T05:00:00","date_gmt":"2026-10-01T12:00:00","guid":{"rendered":"https:\/\/www.nwea.org\/blog\/?p=27068"},"modified":"2026-09-30T08:26:32","modified_gmt":"2026-09-30T15:26:32","slug":"what-the-international-dyslexia-associations-2025-dyslexia-definition-means-for-educators","status":"publish","type":"post","link":"https:\/\/www.nwea.org\/blog\/2026\/what-the-international-dyslexia-associations-2025-dyslexia-definition-means-for-educators\/","title":{"rendered":"What the International Dyslexia Association\u2019s 2025 \u201cdyslexia\u201d definition means for educators"},"content":{"rendered":"

\"\"For more than two decades, the International Dyslexia Association\u2019s<\/a> (IDA) working definition of \u201cdyslexia\u201d has helped shape research, policy, and classroom practice around the world. In 2025, the organization released the first major revision since 2002. The updated definition<\/a> reflects advances in reading science, a deeper understanding of how dyslexia develops and manifests across learners, and the evolving needs of today\u2019s educators and students.<\/p>\n

This update, described in more detail in the IDA\u2019s article \u201cDefining dyslexia: 2025 revision,\u201d<\/a> is significant, and it\u2019s important to understand what it does\u2014and doesn\u2019t\u2014mean. This change does not shift who is identified with dyslexia, nor does it ignore the students who continually struggle to learn to read. Instead, it updates the language used to describe dyslexia so it better reflects what decades of research have taught us about reading development, effective instruction, and the many ways dyslexia can present across individuals and languages.<\/p>\n

For educators, this matters. Whether you\u2019re a classroom teacher, reading specialist, school or district administrator, or interventionist, the updated definition has implications for how schools think about screening, instruction, intervention, and identification. It also has implications for families and caregivers seeking answers, students working to understand their own learning, and systems such as multi-tiered systems of support (MTSS)<\/a>, where early identification and evidence-based instruction are foundational to student success.<\/p>\n

At NWEA, we see our role as helping educators bridge the gap between research and practice. We aim to help educators understand what new evidence means for teaching and learning as literacy research continues to evolve. We\u2019ve explored common misconceptions in \u201cUnraveling dyslexia: Dispelling myths and understanding early intervention,\u201d<\/a> answered frequently asked questions in \u201c9 common questions about dyslexia, answered,\u201d<\/a> and examined how effective screening and intervention fit within an MTSS framework in \u201cMTSS in action: A dyslexia specialist weighs in on screening, support, and success.\u201d<\/a> Together, these resources help translate reading science into practical classroom decisions.<\/p>\n

In this article, I\u2019ll explain the IDA\u2019s updated 2025 definition of \u201cdyslexia,\u201d why it was revised, what changed, and what it means for educators, all while distinguishing the definition itself from the broader research that informs instructional practice.<\/p>\n

What is dyslexia? The International Dyslexia Association\u2019s 2025 definition<\/h2>\n

The IDA\u2019s 2025 definition of \u201cdyslexia\u201d builds on the organization\u2019s 2002 working definition while reflecting current research on how dyslexia develops, how it presents across different languages and learners, and why early identification and intervention matter.<\/p>\n

The complete definition<\/a> is as follows: \u201cDyslexia is a specific learning disability characterized by difficulties in word reading and\/or spelling that involve accuracy, speed, or both and vary depending on the orthography. These difficulties occur along a continuum of severity and persist even with instruction that is effective for the individual\u2019s peers. The causes of dyslexia are complex and involve combinations of genetic, neurobiological, and environmental influences that interact throughout development. Underlying difficulties with phonological and morphological processing are common but not universal, and early oral language weaknesses often foreshadow literacy challenges. Secondary consequences include reading comprehension problems and reduced reading and writing experience that can impede growth in language, knowledge, written expression, and overall academic achievement. Psychological well-being and employment opportunities also may be affected. Although identification and targeted instruction are important at any age, language and literacy support before and during the early years of education is particularly effective.\u201d<\/p>\n

Like with any comprehensive definition, there\u2019s a lot to unpack. Here\u2019s what the updated definition emphasizes.<\/p>\n