Comparative Analysis of Dyslexia Laws by State: A Review and Case Study

Authors

  • Shaun Smith University of South Carolina
  • Laree B. Foster University of South Carolina
  • Jessica C. Luedke Boston Children’s Hospital, Harvard Medical School
  • Roberto O. Saldivar University of South Carolina
  • Scott L. Decker University of South Carolina

DOI:

https://doi.org/10.18666/LDMJ-2026-V31-I1-13093

Keywords:

Dyslexia, state dyslexia law, learning disabilities

Abstract

The current study provides an updated review of enacted dyslexia laws that includes specific implementation requirements for each state. Except Hawaii, all states and the District of Columbia now have a dyslexia law, and 41 states include a codified definition of dyslexia. Thirty-four state definitions specify that dyslexia is neurobiological in origin. There was considerable variability in key implementation requirements across states. Forty-four states mandate screening for dyslexia, and 37 states include intervention requirements. Regarding educator training, requirements for in-service training were more common than pre-service training. Given the ambiguity for implementation of dyslexia law requirements, a survey to gauge “dyslexia preparedness” was given to school psychologists in a specific state. Survey results suggested school psychologists generally perceived a lack of preparedness and insufficient training as major challenges for implementing dyslexia mandates. Implications for policy guidelines and broader school-level implementation of dyslexia mandates are discussed. 

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Published

2026-05-21

Issue

Vol. 31 No. 1 (2026)

Section

Articles

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