Educate, Advocate, and Empower
We strive to raise dyslexia awareness, empower families to support their children, and improve resources for students with dyslexia in Minnesota educational systems.
MN Statute 125A.01
“Dyslexia” means a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate or fluent recognition of words and by poor spelling and decoding abilities.
Understanding Dyslexia
Diagnosing Dyslexia
Explore the benefits of evaluating and diagnosing students with dyslexia.
Learn About Diagnosis
After Diagnosis
Navigate the process of requesting an IEP or 504 for your child with the school.
Learn Where to Start
Partners for Parents
Our Partners for Parents program is free and one of the few services in Minnesota that personally guides families of struggling readers to help them navigate the school system and advocate for their children.
Shape Policies and Systems Change
Decoding Dyslexia Minnesota strives to create a learning environment in which every child can reach their full potential.
We recognize that reading proficiency rates for students of color and low-income families are significantly lower than their white counterparts. We acknowledge the systemic inequities that amplify the impact of learning differences. We are committed to assisting these families, and all families, in their pursuit of literacy for their children.
Decoding Dyslexia Minnesota will assist you in advocating for your child. We will work with you to support your communication with your school district and help you take further action in your community and state.
About
5–20%
of the population as a whole have some symptoms of dyslexia.
Third Grade Reading Proficiency Rates in Minnesota
- White students: 56%
- Students of color: 32%
- Free & reduced lunch students: 30%
Frequently Asked Questions
In 2015, the definition of dyslexia was passed into MN Statute – MN Statute 125A.01,subd 2: “Dyslexia” means a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate or fluent recognition of words and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary and background knowledge. Students who have a dyslexia diagnosis must meet the state and federal eligibility criteria in order to qualify for special education services.
About 3-4% of the school population nationwide has a learning disability in reading that qualifies them for special education. Many more people—perhaps as many as 5–20% of the population as a whole—have some of the symptoms of dyslexia, including slow or inaccurate reading, poor spelling, poor writing, or mixing up similar words. Even though they may not qualify for special education, they still struggle with many aspects of academic learning.
According to The Yale Center for Dyslexia & Creativity, dyslexia crosses racial, ethnic and socioeconomic lines, and with proper instruction and accommodations it can be remediated. However, families of color and low-income communities are more likely to have undiagnosed dyslexia. This is due to a combination of factors including systemic racism and a lack of resources.
