Dyslexia Redefined
Implications for Early Childhood Programs and Early Literacy Instruction
In 2025, the International Dyslexia Association released a new definition of dyslexia that shifts the focus away from IQ discrepancies and toward persistent difficulties with accurate and/or fluent word reading and spelling. This new definition emphasizes that these challenges exist on a continuum and can be identified based on response to effective instruction. For early childhood leaders and educators, this reinforces the importance of early screening, tiered support, and proactive literacy systems.
In this webinar, Dr. Nicol Russell of Teaching Strategies joins experts from the International Dyslexia Association to explore what the updated definition means for early learning settings and how intentional language-rich practices support all children, including those at risk for dyslexia. You’ll leave with greater clarity about early warning signs of dyslexia, the role of morphology and phonology in language development, and how teacher preparation and professional learning can strengthen literacy outcomes across programs.
In this webinar, attendees will
- examine updates to the definition of dyslexia and their implications for early childhood,
- identify early indicators of reading difficulty in preschool and primary classrooms,
- strengthen foundational language and literacy development in daily instruction, and
- explore professional learning and accreditation resources that support program quality.
This session is designed for early childhood program leaders, instructional coaches, and educators across private child care, Head Start, and public preschool settings.
