,,iv  #aac? ,,congress  #b;d ,session   
,h4 ,,res4 #def  ,,9 ,,! ,,h\se ,,(     
,,repres5tatives  ,janu>y #aj1 #bjad,mr4
 ,cassidy 7= himself & ,ms4 ,br[nley (  
,cali=nia7 submitt$ ! foll[+ resolution2
 :i* 0 ref]r$ to ! ,committee on        
,education & ! ,work=ce  ,,resolution   
,call+ on s*ools & ,/ate & local        
educational ag5cies to recognize t      
dyslexia has significant educational    
implications t mu/ be address$4  ,:]eas1
 def9$ z an unexpect$ difficulty 9 read+
 9 an individual :o has ! intellig5ce to
 be a mu* bett] read]1 dyslexia reflects
 a difficulty 9 gett+ to ! individual   
s\nds ( spok5 language :i* typically    
impacts speak+1 read+1 spell+1 & (t51   
le>n+ a second language2 ,:]eas dyslexia
 is highly preval5t1 affect+ "o out (   
five individuals 9 "s =m1 & is p]si/5t2 
,:]eas dyslexia is a p>adox1 s t (t5 !  
same individual :o has a weakness 9     
decod+ or read+ flu5cy also has /r5g?s 9
 high] level cognitive functions su* z  
reason+1 critical ?9k+1 concept =mation1

 & problem solv+2 ,:]eas great progress 
has be5 made 9 und]/&+ dyslexia at a    
sci5tific level1 includ+ its            
epidemiology1 & cognitive &             
neurobiological bases2 & ,:]eas         
diagnosis ( dyslexia is critical1 & mu/ 
lead to focus$1 evid5ce-bas$            
int]v5tions1 necess>y accommodations1   
self-aw>5ess1 self-emp[]m5t1 & s*ool &  
life success3 ,n[1 !re=e1 be x ,t !     
,h\se ( ,repres5tatives calls on s*ools 
& ,/ate & local educational ag5cies to  
recognize t dyslexia has significant    
educational implications t mu/ be       
address$4