The International Dyslexia Association (IDA) has released an updated definition of dyslexia (2025), reflecting what decades of research — and families’ lived experiences — have been telling us all along.
Here’s what parents need to know.
📘 So… what is dyslexia?
In simple terms, dyslexia is a learning difference that affects reading and spelling.
According to the updated definition, dyslexia involves difficulties with:
- Reading words accurately
- Reading fluently (speed and ease)
- Spelling
These challenges:
- Exist on a spectrum (from mild to more significant)
- Persist even with good instruction
- Are not related to intelligence or effort
In other words:
👉 Dyslexia is not about being lazy, unmotivated, or “not trying hard enough.”
🌈 What’s new — and why it matters
The updated definition makes several important shifts that directly benefit children and families:
1️⃣ Dyslexia exists on a continuum
Instead of a yes/no label, dyslexia is now recognized as varying in severity. This helps explain why some kids struggle “a little” while others struggle a lot — and why all still deserve support.
2️⃣ Spelling and reading speed matter, too
It’s not just about reading words correctly. Many children with dyslexia can eventually read a word — but it takes tremendous effort and time. The new definition recognizes that slow, effortful reading counts.
3️⃣ Support shouldn’t depend on IQ
Older definitions often required a big gap between IQ and reading skills. The new definition moves away from that idea and clearly states:
Children of all cognitive profiles can have dyslexia.
This is a huge win for kids who were previously told they “didn’t qualify” for help, although there will likely be a delay in schools and state statues adjusting to this change.
4️⃣ Early help makes a difference
Dyslexia can be identified at any age, but the definition emphasizes that early support leads to better outcomes. Struggling early doesn’t mean a child can’t thrive — it means they need the right kind of instruction.
5️⃣ Dyslexia affects more than reading
The IDA also acknowledges that dyslexia can impact:
- Confidence and self-esteem
- Writing and school performance
- Emotional well-being over time
This matters — because supporting a child with dyslexia means supporting the whole child, not just their reading.
💬 What this means for your child
This updated definition helps reinforce some powerful truths for families:
✨ Your child’s struggles are real and recognized
✨ Dyslexia is brain-based, not a failure
✨ Effective support should be based on need, not qualification loopholes
✨ With the right instruction, children with dyslexia can and do succeed
🧠 When to seek support
You may want to explore further evaluation or support if your child:
- Struggles to read or spell despite good teaching
- Reads accurately but very slowly
- Avoids reading because it feels exhausting
- Is bright and curious but falling behind in literacy
- Shows increasing frustration or anxiety around school
Early diagnosis and clarity can be incredibly empowering — for both children and parents.
💛 Final thought
The IDA’s updated definition sends a hopeful message:
Dyslexia is common, understandable, and supportable.
When we understand why a child struggles, we can stop blaming and start helping — with compassion, effective instruction, and confidence in their strengths.
If you’d like help understanding what this might mean for your child, or what next steps could look like, we’re always here to help.
Warmly,
Your Minnesota Neuropsychology Team 🧠✨
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Here’s the official new 2025 IDA definition of dyslexia:
“Dyslexia 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’s 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.”
