,,iv  #aacth ,,congress  #b;d ,session  
,h4 ,,res4 #def  ,,in ,,the ,,house ,,of
 ,,representatives  ,january #aj1       
#bjad,mr4 ,cassidy 7for himself and ,ms4
 ,brownley of ,california7 submitted the
 following resolution2 which was        
referred to the ,committee on ,education
 and the ,workforce  ,,resolution       
,calling on schools and ,state and local
 educational agencies to recognize that 
dyslexia has significant educational    
implications that must be addressed4    
,whereas1 defined as an unexpected      
difficulty in reading in an individual  
who has the intelligence to be a much   
better reader1 dyslexia reflects a      
difficulty in getting to the individual 
sounds of spoken language which         
typically impacts speaking1 reading1    
spelling1 and often1 learning a second  
language2 ,whereas dyslexia is highly   
prevalent1 affecting one out of five    
individuals in some form1 and is        
persistent2 ,whereas dyslexia is a      
paradox1 so that often the same         

individual who has a weakness in        
decoding or reading fluency also has    
strengths in higher level cognitive     
functions such as reasoning1 critical   
thinking1 concept formation1 and problem
 solving2 ,whereas great progress has   
been made in understanding dyslexia at a
 scientific level1 including its        
epidemiology1 and cognitive and         
neurobiological bases2 and ,whereas     
diagnosis of dyslexia is critical1 and  
must lead to focused1 evidence-based    
interventions1 necessary accommodations1
 self-awareness1 self-empowerment1 and  
school and life success3 ,now1          
therefore1 be it ,that the ,house of    
,representatives calls on schools and   
,state and local educational agencies to
 recognize that dyslexia has significant
 educational implications that must be  
addressed4