,,iv  #aad? ,,congress  #a/ ,session    
,h4 ,,res4 #hb  ,,9 ,,! ,,h\se ,,(      
,,repres5tatives  ,febru>y #c1 #bjae    
,mr4 ,palazzo 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