How Treatments for Students with Dyslexia Might Reflect our Knowledge of Theory, Neuroscience, and Learning Science

Over the past 30 years, we have made significant progress in screening, identifying, and treating young children with dyslexia. This progress stems from an improved understanding of phonemic awareness and the alphabetic principle, as well as the application of evidence‐based instructional practices. Despite these advancements, interventions designed to improve reading outcomes beyond basic word reading in the early grades have often produced underwhelming results. This collection of papers is drawn from the Extraordinary Brain Symposium , a conference sponsored by The Dyslexia Foundation , which brought together a distinguished group of scientists to tackle two critical questions: (1) Why haven't interventions had the desired impact, especially beyond the early grades? and (2) What underlying assumptions need to be reexamined? The articles in this special issue make meaningful strides in addressing these challenges.