IDA's Annual International Conference is the premier professional development conference dedicated to reading, literacy and learning. The conference brings in experts from all over the world to educate attendees on the latest research, remediation, and more.

Matthew Schneps is both an astrophysicist, holding a Ph.D. in physics, and dyslexic.

The MIND Research Institute, an Irvine, California based nonprofit, has developed an exciting tool for classrooms called ST Math.

Sprint recently launched the Neurodiversity ID pack, a bundle of mobile applications targeted at helping individuals with cognitive and neurodevelopmental disabilities such as dyslexia and dyspraxia.

A recent study from the University of Toronto and the University of North Carolina School of Medicine in Chapel Hill reports that adults who have dyslexia are much more likely to report that they were physically abused before they turned 18 than their peers without dyslexia.

I'm writing to you in the hopes of getting some advice. As a part of my field placement I work at an after-school program in Michigan. One of our 5th grade students has been struggling with math and reading; she is behind grade level for both. Many of her difficulties and issues seem like dyslexia. She has no formal diagnosis and I think she is often told that she is just a lazy student. Do you have any advice for us in helping her out?

My husband and I are currently in the midst of having our nearly 7-year-old son evaluated for dyslexia. My question is this: Should fluency be taken into diagnostic account on measures of phonological awareness? In my understanding of dyslexia, fluency is crucial, so I do not understand why our son’s considerable lack of fluency is not being considered diagnostically.

Biologists at UC San Diego have recently conducted a detailed study of the neurons linking the eyes and the brains of mice hoping to discover how much our perceptions of the outside world are processed in the cortex.

Our son is 11 years old and attending middle school as a 6th grader. We live in Michigan. We have suspected for the past couple of years he suffers from dyslexia. He can read and comprehend written expression very well. In fact, he enjoys reading and many times he chooses to read on his own. His issues are not in reading or comprehension; but in spelling and writing. He spells phonetically, and his handwriting is almost unreadable. Many of his teachers have recognized the fact that he spells phonetically, and, at times, reverses letters. However, he is to the point now in his school career that he feels that he is a failure and has very low self-esteem. Where can we go from here to get him the help he so disparately needs in order to develop strategies that will help him overcome this disability?

According to ADAAA, is an IQ test required for the identification of dyslexia?