,,iv  #aac? ,,congress  #b;d ,session   
,h4 ,,res4 #fbc  ,,9 ,,! ,,h\se ,,(     
,,repres5tatives  ,june #ab1 #bjad ,mrs4
 ,beatty 7= h]self1 ,mr4 ,c>son (       
,indiana1 ,ms4 ,norton1 ,mr4 ,johnson ( 
,georgia1 ,mr4 ,rupp]sb]g]1 ,mr4 ,himes1
 ,ms4 ,%ea-,port]1 ,ms4 ,br[nley (      
,cali=nia1 ,ms4 ,ku/]1 ,ms4 ,jackson    
,lee1 ,ms4 ,lee ( ,cali=nia1 ,ms4       
,l(gr51 ,mr4 ,payne1 ,mr4 ,rangel1 ,mr4 
,swalwell ( ,cali=nia1 ,mr4 ,%]man1 ,mr4
 ,quigley1 ,mr4 ,/iv]s1 & ,ms4 ,kelly ( 
,ill9ois7 submitt$ ! foll[+ resolution2 
:i* 0 ref]r$ to ! ,committee on         
,education & ! ,work=ce  ,,resolution   
,recogniz+ ! importance ( dyslexia & o!r
 specific le>n+ disabilities & promot+  
rese>*1 education1 & aw>5ess4  ,:]eas   
?is resolution may be cit$ z ! ,sydney  
,craw=d ,resolution2 ,:]eas dyslexia is 
a bra9-bas$ le>n+ disability t          
specifically impairs a p]son's ability  
to read2 ,:]eas a specific le>n+        
disability is a bra9-bas$ g5etic        
*>act]i/ic t results 9 ! imp]fect       

ability to li/51 ?9k1 speak1 read1      
write1 spell1 or d ma!matical           
calculations1 & (t5 impacts ov]all s*ool
 success2 ,:]eas dyslexia is a specific 
le>n+ disability2 ,:]eas common         
*>act]i/ics among p ) dyslexia include  
difficulty ) phonological process+1     
spell+1 & rapid visual-v]bal respond+2  
,:]eas an e/imat$ #aj p]c5t (           
individuals h "s =m ( dyslexia2 ,:]eas  
dyslexia is m common 9 boys ?an 9 girls2
 ,:]eas specific le>n+ disabilities are 
highly preval5t yet #a 9 #bj public     
s*ool /ud5ts are id5tifi$ ) !m2 ,:]eas  
le>n+ & att5tion issues (t5 affect      
/ud5ts :o h a weakness 9 a specific     
skill area1 b x is important to         
recognize t ^! /ud5ts h /r5g?s 9        
high]-level cognitive functions1 su* z  
reason+1 critical ?9k+1 concept =mation1
 & problem-solv+2 ,:]eas dyslexia c be  
inh]it$1 & rec5t /udies h id5tifi$ a    
numb] ( g5es t may pr$ispose an         
individual to develop+ dyslexia2 ,:]eas 
treatm5t = dyslexia %\ld include modify+

 tea*+ me?ods & ! educational environm5t
 to meet ! specific ne$s ( ! individual 
) dyslexia2 ,:]eas dyslexia affects a   
wide range ( p & produces diff]5t       
symptoms at v>y+ degrees ( sev]ity s    
pr$ictions are h>d to make2 ,:]eas !    
prognosis = individuals ) dyslexia is   
g5]ally good = individuals ^: dyslexia  
is id5tifi$ e>ly1 :o h supportive family
 & fri5ds & a /rong self-image1 & :o are
 involv$ 9 a prop] rem$iation program2  
,:]eas curr5t rese>* av5ues focus on    
develop+ te*niques to diagnose & treat  
dyslexia & o!r le>n+ disabilities1      
increas+ ! und]/&+ ( ! biological &     
possible g5etic bases ( le>n+           
disabilities1 & explor+ ! relation%ip   
betwe5 neurophysiological processes &   
cognitive functions ) reg>d to read+    
ability & le>n+2 ,:]eas great progress  
has be5 made 9 und]/&+ le>n+ & att5tion 
defici5t issues at a sci5tific level1   
includ+ _! epidemiology1 cognitive &    
neurobiological bases1 & 9 ! use (      
assi/ive te*nology to improve access to 

le>n+2 ,:]eas e>ly id5tification ( le>n+
 & att5tion issues is critical & mu/    
lead to focus$1 evid5c$-bas$            
int]v5tions1 necess>y accommodations1   
self-aw>5ess1 self-emp[]m5t1 & s*ool &  
life success2 & ,:]eas en=c+ exi/+      
,f$]al civil rights & education law on  
?is matt] w improve access to le>n+ =   
all3 ,n[1 !re=e1 be x  ,t ! ,h\se (     
,repres5tatives--  7#a7 recognizes !    
importance ( conduct+ rese>*1 education1
 & aw>5ess on dyslexia & o!r specific   
le>n+ disabilities2  7#b7 recognizes t  
all p ( ! ,unit$ ,/ates %\ld become m   
in=m$ ab\t & aw>e ( dyslexia & o!r      
specific le>n+ disabilities2  7#c7      
recognizes ! importance ( ackn[l$g+ !   
/ruggles & successes ( ^?1 l ,sydney    
,craw=d1 :o live ) dyslexia & o!r       
specific le>n+ disabilities2 &  7#d7    
comm5ds ! excell5t "w ( organizations   
d$icat$ to dyslexia rese>* to educate1  
support1 & provide hope = p ) dyslexia &
 _! families4