What is the difference between dyslexia and slow reading?

Last updated 2026-07-11

Why does the distinction between dyslexia and slow reading matter so much?

Parents show up with one worry: my kid reads slowly. Teachers sometimes answer with one shrug: maybe he's just a slow reader. Both reactions are human. Both can cost a child months of development, and in some cases they cost a child the legal protections federal law owes them.

Dyslexia and slow reading are not the same thing. One is a specific cause. The other is a symptom with a dozen possible causes. If the slow reading comes from dyslexia, the fix is structured literacy aimed at phonological skills. If it comes from thin reading practice, the fix is volume and fluency work. If it comes from an uncorrected vision problem, the fix is glasses. Guess wrong and you burn a year on the wrong plan.

The stakes are also legal. The Individuals with Disabilities Education Act (IDEA), 20 U.S.C. § 1400 et seq., defines specific learning disabilities in a way that can cover dyslexia, which means a child with a confirmed diagnosis may be entitled to an Individualized Education Program (IEP) or, at minimum, a 504 plan. ^[1] A child who simply reads slowly without an underlying processing disorder usually doesn't qualify for those protections. The label decides the rights.

What exactly is dyslexia, by the research definition?

Dyslexia is a specific learning disability that is neurobiological in origin. The International Dyslexia Association (IDA) definition, which the U.S. Department of Education and most state education agencies now recognize, describes it as marked by "difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities" that "result from a deficit in the phonological component of language." ^[2] Phonological processing is the ability to notice, manipulate, and work with the individual sounds (phonemes) in spoken language. That's the core deficit.

This is not about vision. It's not about intelligence. Children with dyslexia usually have average to above-average intelligence, and their eyes work fine. The breakdown sits in the part of the brain that maps printed letters onto sounds, a process called phonological decoding. Brain imaging research, including work from Yale University's Center for Dyslexia and Creativity, shows that readers with dyslexia have reduced activation in the left-hemisphere language regions (specifically the left temporoparietal and occipitotemporal areas) compared to typical readers. ^[3]

Dyslexia affects roughly 15 to 20 percent of the population to some degree, according to the IDA, which makes it the most common learning disability. ^[2] It runs in families. If one parent has dyslexia, a child has a 40 to 60 percent chance of having it too, based on heritability studies.

Dyslexia shows up in predictable ways beyond slow reading. Difficulty rhyming in kindergarten. Trouble learning letter-sound pairs. Slow, labored oral reading in a child who is bright and engaged. Mispronounced multisyllabic words. Spelling that stays bad no matter how hard the child tries. And trouble reading nonsense words, a classic assessment task called pseudoword decoding. None of these are signs of laziness. They're markers of a specific processing difference.

What causes slow reading if it isn't dyslexia?

Slow reading has a long list of possible causes, and dyslexia is only one of them. Here are the ones reading specialists and clinicians actually see most.

Weak decoding without a full dyslexia profile. Some kids struggle to decode but don't show the phonological deficit that meets the bar for a diagnosis. They may have had thin or scattered phonics instruction (a curriculum problem, not a brain problem) and respond fast to systematic phonics work. These kids often catch up quicker than children with true dyslexia.

Limited reading practice and exposure. Fluency, the ability to read accurately and at a reasonable pace with expression, is built mostly through volume. Kids who read fewer words per year fall behind peers on rate. Reading science calls this the Matthew Effect: kids who read more get faster, and kids who read less fall further back. The name comes from Keith Stanovich's 1986 paper in Reading Research Quarterly. ^[4]

Poor vocabulary and background knowledge. A child can decode perfectly and still read slowly because he keeps stopping to puzzle out word meanings. Reading rate and comprehension both track with vocabulary breadth. If a child reads simple texts smoothly but slows way down on complex ones, vocabulary and knowledge gaps are probably part of it. You can work on how to improve reading comprehension with strategies aimed straight at this.

Attention difficulties. ADHD drags on reading rate and accuracy because reading demands sustained attention: tracking across a line, holding meaning in working memory, blocking distraction. A child with ADHD may read each word correctly but lose his place, re-read lines, or trail off mid-passage.

Anxiety about reading. Reading anxiety, sometimes called reading reluctance, can slow a child way down, especially during oral reading. He isn't struggling to decode. He's managing the fear of getting it wrong in front of people.

Uncorrected vision or hearing problems. Convergence insufficiency (a common binocular vision problem) makes words blur or drift on the page and slows reading rate without touching phonological processing at all. Hearing trouble can slow the phonological development that reading rests on.

A second-language environment. Kids learning to read in English as a second language often read English more slowly while their phonological mapping in the new language catches up. That's developmental, not a disability.

How do you tell the difference between dyslexia and slow reading at home?

You can't diagnose dyslexia at home. No parent or teacher can. But you can spot patterns that point toward dyslexia versus other causes, and those patterns should shape what you ask the school for.

Signs that point toward dyslexia:

• Difficulty or discomfort with rhyming tasks in preschool or kindergarten
• Slow, effortful reading of single words in isolation, more than of long passages
• Trouble reading nonsense words or made-up words (e.g., "wug," "blit")
• Spelling that doesn't follow the pattern you'd expect for the grade, and that doesn't even look phonetically reasonable
• Reading that doesn't improve much with extra practice
• A family history of reading difficulties or late readers
• Strong verbal reasoning and comprehension when text is read aloud to the child

Signs that point toward other causes of slow reading:

• Child reads slowly but can sound out words when pushed
• Reading rate jumps noticeably with short bursts of daily practice
• Comprehension drops on hard topics but holds up on familiar ones
• Slow reading shows up mostly during oral reading or in front of others (an anxiety signal)
• Child skips lines often (worth a vision check)
• Slow reading appeared after a move, family stress, or school change

No list here is proof. They're observational filters. The point is to bring specific observations to a professional evaluation, not to hand yourself a diagnosis. A dyslexia test done by a licensed psychologist or educational diagnostician is the reliable way to get a clear answer.

What does a proper evaluation look for, and who can do it?

A proper dyslexia evaluation checks several skills at once. The strongest assessment batteries include phonological awareness (can the child segment, blend, and manipulate sounds?), phonological memory (can he hold sound sequences in short-term memory?), rapid automatized naming (how fast can he name a series of letters, numbers, or objects?), word reading, pseudoword decoding, spelling, oral language, and reading fluency. ^[5]

Rapid automatized naming (RAN) is worth calling out because it surprises parents. The child sees a grid of letters or colors and names them as fast as he can. Slowness on RAN predicts fluency problems in dyslexia even after phonological awareness improves. Researchers Maryanne Wolf and Patricia Bowers laid out the "double-deficit hypothesis" in 1999: children weak in both phonological awareness and RAN have the most severe reading difficulties. ^[6]

Who can run the evaluation? A licensed psychologist (a school psychologist or an independent neuropsychologist) or a certified educational diagnostician. School psychologists evaluate inside the school system, which is free under IDEA's child find duty. Private neuropsychological evaluations run roughly $2,000 to $5,000 depending on location and the provider's credentials, though health insurance sometimes covers part of it.

The school evaluation is free, and you have the right to request it in writing. Under IDEA, once you submit a written request for a special education evaluation, the school has 60 days (or your state's timeline, whichever is shorter) to finish it and report results. ^[1] If the school refuses to evaluate, it must give you written notice explaining why, and you can dispute that decision.

Is slow reading without dyslexia still a disability that gets school support?

Sometimes. It depends on what's driving the slow reading and how much it hurts the child's education.

IDEA covers children whose disability adversely affects educational performance and who need special education services. If a child reads slowly because of ADHD, and that ADHD substantially limits a major life activity (reading counts), he may qualify for a 504 plan under Section 504 of the Rehabilitation Act, even without a dyslexia diagnosis. ^[7]

If the slow reading comes from weak instruction, that's a different story. IDEA says a child may not be identified with a specific learning disability if the determinant factor is "lack of appropriate instruction in reading, including the essential components of reading instruction." ^[1] Schools are supposed to rule out poor teaching before labeling a child. In practice, that step gets done sloppily more often than it should.

If you think your child's slow reading is bad enough to hurt school performance, request a meeting to ask about a Student Support Team (SST) review or a formal evaluation. You don't need a diagnosis in hand to start that process. Check how an IEP vs 504 differ in what they deliver so you can ask sharper questions.

Here's the practical reality. A child reading well below grade level, whatever the cause, often needs accommodations like extended time, audiobooks, or shorter assignments while the root issue gets addressed. Accommodations and interventions aren't either/or.

How do reading rates compare across grade levels, and what counts as "slow"?

Parents ask the obvious question: how slow is slow? There are normed oral reading fluency benchmarks published by the National Center on Intensive Intervention and built into common curriculum-based measurement tools like DIBELS (Dynamic Indicators of Basic Early Literacy Skills). The most-cited benchmark source is Hasbrouck and Tindal's oral reading fluency norms, updated in 2017. ^[8]

Here are the median (50th percentile) oral reading fluency rates in correct words per minute (CWPM) for fall, winter, and spring of each grade:

Grade	Fall (50th %ile)	Winter (50th %ile)	Spring (50th %ile)
1	n/a	23 CWPM	53 CWPM
2	51 CWPM	72 CWPM	89 CWPM
3	71 CWPM	92 CWPM	107 CWPM
4	94 CWPM	112 CWPM	123 CWPM
5	110 CWPM	127 CWPM	139 CWPM
6	127 CWPM	140 CWPM	150 CWPM

A child reading at or below the 25th percentile usually gets flagged for closer monitoring. A child at or below the 10th percentile is treated as at serious risk and in need of intensive intervention. ^[8]

Here's the catch. Oral reading fluency rate alone does not diagnose dyslexia. A child with dyslexia typically shows a telltale error pattern (sound substitutions, trouble with multisyllabic words, nonsense-word struggles) alongside the low rate. A child who reads slowly but makes different errors, or reads slowly yet accurately, may have a completely different profile.

The ReadFlare free reading toolkit includes an at-home fluency tracking sheet that lets you log your child's words per minute over time. That's real data to carry into school meetings.

What interventions actually work for dyslexia vs. other slow reading?

Intervention is where the difference between dyslexia and other reading slowness gets practical fast.

For dyslexia, the research is unusually clear. Structured literacy, meaning systematic, explicit, sequential phonics instruction, has the strongest evidence base. The term covers programs like Orton-Gillingham, Wilson Reading System, and Barton Reading. The National Reading Panel's 2000 report, commissioned by Congress, found that systematic phonics instruction was significantly more effective than non-systematic or whole-language approaches. ^[9] The IDA keeps a list of reading programs with evidence of effectiveness.

Children with dyslexia also need targeted work on phonemic awareness (playing with sounds in spoken words before connecting them to letters) and multisyllabic word reading (breaking long words into syllable chunks). Sight word work helps too, though kids with dyslexia often can't retain sight words memorized as whole units. Tying those words back to their phonetic logic tends to stick better. The role of dolch sight words in dyslexia is trickier than most parents expect.

For slow reading driven by fluency deficits (practice gaps, not processing problems), the best-supported approach is repeated reading. The child reads the same short passage several times, gets corrective feedback, and tracks his own rate. Meta-analyses find this reliably grows fluency. Paired reading, where a child reads alongside a more fluent reader, also has good evidence.

For slow reading from vocabulary gaps, the levers are read-alouds of rich texts, direct vocabulary teaching, and building content knowledge. Knowledge-building curricula (like Core Knowledge Language Arts) improve comprehension over time by widening the background knowledge that makes text easier to process.

For ADHD-related slow reading, behavioral strategies, a quieter reading setup, and in some cases medication under a doctor's care improve reading productivity. Accommodations like extended time cover the symptom while the underlying condition gets managed.

The common school mistake: throwing generic reading intervention at a child with dyslexia, meaning more practice with leveled texts, when what that child needs is phonological and phonics instruction, more work with decodable texts and explicit sound-symbol teaching. That's a different intervention, and the difference decides whether the child grows.

What questions should I ask the school to tell them apart?

When you're in a school meeting trying to sort dyslexia from another kind of reading trouble, these questions cut to the bone.

Ask for the child's phonemic awareness data. Does the school have scores from phonological awareness screeners (like PAST, CTOPP-2, or the phonological awareness subtests of DIBELS)? A child with dyslexia usually shows weakness here. A child with a fluency gap from thin practice often shows age-appropriate phonological awareness.

Ask about word reading in isolation versus connected text. Can the child read single words shown one at a time? Kids with dyslexia often struggle with single words in isolation. Kids with practice-based fluency deficits sometimes read single words fine but fall apart under the load of connected text.

Ask about nonsense word fluency. This is one of the cleanest dyslexia signals. Nonsense words can't be memorized. They have to be decoded. Low nonsense-word scores alongside average vocabulary and strong oral comprehension is a classic dyslexia pattern.

Ask what intervention the child has had, and for how long. Under the Response to Intervention (RTI) framework many schools use, a child should have received Tier 2 intervention (small-group targeted instruction) before a formal evaluation. Ask for that data. If the child didn't respond to solid phonics instruction, that non-response is itself evidence pointing toward a processing disorder.

Ask whether the school has done a formal learning disabilities evaluation or is just running informal supports. There's a wide gap between "we're watching and helping" and "we formally evaluated and found no disability." You're entitled to a formal evaluation on request.

Request everything in writing. The school's responses to your written requests carry legal weight, and following up on a written commitment beats chasing something someone said in a meeting.

Does dyslexia affect reading speed only, or are there other signs I should watch for?

Reading speed is one surface signal. Dyslexia hits a cluster of language skills, and the pattern across that cluster is what separates it from plain slow reading.

Spelling is often a more stubborn indicator than reading rate. Kids with dyslexia keep misspelling words, even common ones, in ways that show they never locked in the orthographic pattern. They write "sed" for "said" or "becaus" for "because" years after peers have moved on. That persistence, despite repeated exposure, is diagnostic.

Written expression lags too, because getting words onto paper takes phonological encoding, the reverse of decoding. Kids with dyslexia often turn in writing far shorter and simpler than their talking suggests they're capable of.

Reading aloud is characteristically labored, slow, and error-prone. Silent reading can run somewhat faster for older kids with dyslexia, because they lean on context and prediction when they aren't also managing the motor task of speaking.

Many children with dyslexia also struggle with irregular sight words (words like "said," "was," "are"), precisely because those words can't be decoded phonetically and lean on orthographic memory that's weaker in dyslexia.

Foreign language learning is a surprising sticking point for kids with dyslexia who otherwise do well in school. The same phonological system that carries reading in English carries the sound patterns of a new language.

One more thing. Many children with dyslexia get diagnosed later than parents expect, because they're bright enough to compensate for years until school demands outrun their coping tricks. A child who seemed fine in early elementary and is now sinking in 4th or 5th grade deserves an evaluation, not reassurance.

What are the legal rights for a child with dyslexia compared to one who just reads slowly?

This is where the distinction hits hardest in the real world.

Under IDEA, a child with a confirmed specific learning disability, which can include dyslexia, is entitled to a free and appropriate public education (FAPE) in the least restrictive environment (LRE), delivered through an IEP. ^[1] The IEP must include measurable annual goals, specific services (like specialized reading instruction), and accommodations built around the child's needs.

Under Section 504 of the Rehabilitation Act, a child with a disability that substantially limits a major life activity (reading and learning count) is entitled to accommodations that level the field. ^[7] A 504 plan usually delivers accommodations without specialized instruction: extended time on tests, audio versions of books, a quiet testing room, or shorter assignments.

A child who reads slowly but has no identified disability gets neither automatically. He might get general-education support like small reading groups or tutoring, but those supports aren't legally required and can be pulled anytime.

Many states have also passed dyslexia-specific laws that stack requirements on top of federal law. As of 2024, all 50 states have passed some form of dyslexia-related legislation, though the strength varies a lot by state. ^[10] Some states require universal screening for dyslexia risk in kindergarten and first grade. Others require evidence-based reading instruction (structured literacy) for identified students. Check your state's department of education website for the specifics.

If you're weighing an IEP against a 504, the choice isn't always obvious. A 504 plan school accommodation might be enough for a child with mild dyslexia who otherwise keeps pace. An IEP is the right tool when the child needs specialized instruction, more than access accommodations.

One practical note. A private dyslexia diagnosis is useful context, but it doesn't force the school to accept it. The school can run its own evaluation. Even so, a private evaluation from a qualified neuropsychologist carries weight, especially in an IEP meeting or a dispute.

Can a child have both dyslexia and other reading problems at the same time?

Yes. Absolutely. In learning disabilities, comorbidity is the norm, not the exception.

A child can have dyslexia and ADHD at once (research estimates roughly 25 to 40 percent of children with dyslexia also have ADHD). ^[11] He can have dyslexia and developmental language disorder, which hits vocabulary and grammar comprehension. He can have dyslexia and anxiety built up over years of reading struggle. He can have dyslexia and a vision problem nobody caught.

When several issues stack, the reading profile gets messy and hard to read. A child with dyslexia plus ADHD plus reading anxiety may read far slower than his phonological deficit alone would predict, because each layer adds drag. Treat only one layer and you get partial improvement at best.

That's one reason a thorough psychoeducational evaluation matters. A good evaluator looks at the whole profile, tests several domains, and separates which deficits are primary and which are downstream. That information shapes the plan in ways that show up in the classroom.

Some children are also identified with what researchers call a "specific comprehension deficit," sometimes shading into "hyperlexia" at its extreme, where decoding is intact or even advanced but comprehension is badly impaired. These kids read fast and accurately and understand almost nothing of what they read. That's a completely different profile from dyslexia, and it needs completely different support.

Frequently asked questions

Can a child with dyslexia ever become a fast reader?

Some can, with intensive early intervention, though most people with dyslexia keep reading somewhat slower than peers even after treatment. The goal of intervention is accurate, functional reading, not matched speed. Plenty of adults with dyslexia become strong readers who use audiobooks and text-to-speech to supplement their reading rather than replace it.

My child reads slowly but gets good grades. Could they still have dyslexia?

Yes. Bright kids often mask dyslexia by working harder than peers, listening closely in class, leaning on strong verbal reasoning, or memorizing what others read. Good early-elementary grades don't rule out dyslexia. The compensation usually breaks down in 3rd or 4th grade, when reading volume climbs and the gap gets harder to hide.

What is the fastest way to get a dyslexia evaluation for my child?

The fastest free route is a written request to the school for a special education evaluation under IDEA. The school has 60 days (or your state's timeline) to respond. For faster results or a more detailed report, a private neuropsychological evaluation can often be scheduled within weeks, though it costs $2,000 to $5,000 and insurance coverage varies.

Does slow reading always mean a child needs special education services?

No. Slow reading is a symptom. Special education under IDEA requires both an identified disability and a demonstrated need for specialized instruction. A child who reads slowly because of thin phonics practice may catch up fast with good general-education intervention and never need an IEP. It depends on cause, severity, and response to intervention.

Are there reading speed tests I can do at home?

You can run an informal oral reading fluency check by timing your child reading a grade-level passage for one minute and counting the words read correctly. Compare it to Hasbrouck and Tindal's 2017 norms. That's a rough snapshot, not a diagnosis. Bring the numbers to school meetings as context. The ReadFlare free reading toolkit has a fluency tracking sheet that walks you through it.

Is dyslexia hereditary, and should I get evaluated too if my child has it?

Dyslexia has strong genetic heritability. If one parent has it, a child carries roughly a 40 to 60 percent risk. Many parents discover their own undiagnosed dyslexia when a child is evaluated. Getting tested as an adult can be worth it if you've always struggled with reading, spelling, or writing, because it may explain long-standing trouble and open access to workplace accommodations.

Does the type of font affect reading speed for kids with dyslexia?

The evidence on specialized dyslexia fonts (like OpenDyslexic) is mixed and mostly inconclusive. A 2013 study in PLOS ONE found the font did not significantly improve reading speed or accuracy over standard fonts. What does help many children is wider spacing between words and lines, larger font size, and high-contrast text. See more on the research around dyslexia font options.

Can vision therapy fix slow reading caused by dyslexia?

No. Vision therapy addresses binocular vision problems like convergence insufficiency, which can slow reading by making words blur or double. It does nothing for the phonological processing deficit behind dyslexia. If your child has a documented binocular vision issue, vision therapy may help that specific problem. But it won't treat dyslexia and shouldn't be sold as an alternative to structured literacy.

What is the difference between a dyslexia screening and a full evaluation?

A screening is a brief risk-identification tool, often 5 to 20 minutes, that flags children who need a closer look. Common screeners include DIBELS phonological awareness tasks or CTOPP-2 subtests. A full evaluation is a multi-hour psychoeducational battery testing processing, cognition, achievement, and language. A screening can't diagnose dyslexia. It only points to who needs more testing.

My child's teacher says he'll 'grow out of it.' Should I be concerned?

Yes. Dyslexia is neurobiological and doesn't resolve on its own. Children who don't get appropriate intervention by around 3rd grade face much steeper remediation odds, according to research by Sally Shaywitz at Yale. Slow reading from other causes can sometimes improve with development, but 'wait and see' is rarely the right call when a child is already struggling. Push for a formal evaluation.

Can anxiety alone make a child read slowly?

Yes. Reading anxiety, especially performance anxiety during oral reading, measurably slows a child's rate. The child may decode fine when relaxed at home but stumble and slow badly when reading aloud in class. If the slow reading shows up mostly in high-pressure moments and he reads more fluently at home, raise anxiety with a school counselor before assuming a processing disorder.

What does 'phonological processing' mean, and why does it matter for reading?

Phonological processing is the brain's ability to perceive, store, and manipulate the individual sounds (phonemes) in spoken language. Reading requires mapping written letters onto those stored sounds. When phonological processing is weak, as in dyslexia, the letter-to-sound mapping is slow, effortful, and error-prone. Strong phonological processing is the single best predictor of early reading success across languages and writing systems.

How is number dyslexia (dyscalculia) different from reading-related dyslexia?

Dyscalculia (sometimes called number dyslexia) is a separate learning disability affecting number sense, arithmetic facts, and math reasoning. Its cognitive underpinnings differ from dyslexia, which is language-based. They can co-occur: studies estimate 40 to 65 percent of children with dyslexia also have math difficulties, though the reverse isn't always true. Each needs its own targeted intervention. Learn more about number dyslexia and how it's assessed.

Do schools have to use the word 'dyslexia' in an IEP?

Federal law doesn't prohibit using the word dyslexia in an IEP, and the U.S. Department of Education issued a Dear Colleague letter in 2015 clarifying that schools should not avoid the terms dyslexia, dyscalculia, or dysgraphia when they fit. Some schools still dodge the label. If your child has been evaluated and dyslexia is the correct diagnosis, you can ask that the IEP name it explicitly.

Sources

1. U.S. Department of Education, Individuals with Disabilities Education Act (IDEA), 20 U.S.C. § 1400: IDEA defines specific learning disabilities, establishes the child find obligation, sets the 60-day evaluation timeline, and prohibits identifying SLD when the determinant factor is lack of appropriate reading instruction
2. International Dyslexia Association, Definition of Dyslexia: Dyslexia is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities resulting from a deficit in the phonological component of language; affects 15 to 20 percent of the population
3. Yale Center for Dyslexia and Creativity, Brain and Reading Research: Brain imaging shows reduced activation in left-hemisphere language regions (temporoparietal and occipitotemporal areas) in readers with dyslexia compared to typical readers
4. Stanovich, K.E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21(4), 360-407.: The Matthew Effect describes how children who read more improve faster while those who read less fall further behind, compounding reading gaps over time
5. National Center on Intensive Intervention, Academic Screening Tools Chart: Strong dyslexia assessment includes phonological awareness, phonological memory, rapid automatized naming, word reading, pseudoword decoding, spelling, oral language, and reading fluency
6. Wolf, M. & Bowers, P.G. (1999). The double-deficit hypothesis for the developmental dyslexias. Journal of Educational Psychology, 91(3), 415-438.: Children with deficits in both phonological awareness and rapid automatized naming have the most severe reading difficulties, described as the double-deficit hypothesis
7. Hasbrouck, J. & Tindal, G. (2017). An update to compiled ORF norms. Technical Report No. 1702. Behavioral Research and Teaching, University of Oregon.: Oral reading fluency norms by grade level and season (fall, winter, spring) at the 50th percentile, from 23 CWPM in grade 1 winter to 150 CWPM in grade 6 spring
8. National Reading Panel (2000). Teaching children to read: An evidence-based assessment of the scientific research literature. National Institute of Child Health and Human Development.: Systematic phonics instruction was significantly more effective than non-systematic or whole-language approaches for teaching children to read
9. National Conference of State Legislatures, Dyslexia in the States: As of 2024, all 50 states have passed some form of dyslexia-related legislation, with varying requirements for screening and evidence-based instruction
10. Germanò, E., Gagliano, A., & Curatolo, P. (2010). Comorbidity of ADHD and dyslexia. Developmental Neuropsychology, 35(5), 475-493.: Approximately 25 to 40 percent of children with dyslexia also have ADHD, making comorbidity common rather than exceptional