,,iii #aad? ,,congress #b;d ,session ,s4 ,,res4 #egf ,,9 ,,! ,,s5ate ,,( ,,! ,,unit$ ,,/ates ,septemb] #bf1 #bjaf,mr4 ,cassidy 7= himself1 ,ms4 ,mikulski1 ,mr4 ,murphy1 & ,ms4 ,w>r57 submitt$ ! foll[+ resolution2 :i* 0 consid]$ & agre$ to ,,resolution ,call+ on ,congress1 s*ools1 & ,/ate & local educational ag5cies to recognize ! significant educational implications ( dyslexia t mu/ be address$ & designat+ ,octob] #bjaf z ,national ,dyslexia ,aw>5ess ,mon?4 ,:]eas dyslexia is-- 7#a7 def9$ z an unexpect$ difficulty 9 read+ = an individual :o has ! intellig5ce to be a mu* bett] read]2 & 7#b7 mo/ commonly due to a difficulty 9 phonological process+ 7! appreciation ( ! individual s\nds ( spok5 language71 :i* affects ! ability ( an individual to speak1 read1 spell1 & (t51 le>n a second language2 ,:]eas dyslexia is ! mo/ common le>n+ disability & affects #hj p]c5t to #ij p]c5t ( all individuals ) a le>n+ disability2 ,:]eas dyslexia is highly preval5t1 affect+ z _m z #a out ( #e individuals1 & p]si/5t2 ,:]eas dyslexia is a p>adox su* t an individual ) dyslexia may h-- 7#a7 weaknesses 9 decod+ t results 9 difficulties 9 accurate or flu5t ^w recognition2 & 7#b7 /r5g?s 9 high]-level cognitive functions1 su* z reason+1 critical ?9k+1 concept =mation1 or problem solv+2 ,:]eas great progress has be5 made 9 und]/&+ dyslexia on a sci5tific level1 includ+ ! epidemiology & cognitive & neurobiological bases ( dyslexia2 & ,:]eas e>ly diagnosis ( dyslexia is critical = ensur+ t individuals ) dyslexia receive focus$1 evid5ce-bas$ int]v5tion t leads to ! promotion ( self-aw>5ess & self-emp[]m5t & ! provision ( necess>y accommodations s z to ensure s*ool & life success3 ,n[1 !re=e1 be x ,t ! ,s5ate-- 7#a7 calls on ,congress1 s*ools1 & ,/ate & local educational ag5cies to recognize t dyslexia has significant educational implications t mu/ be address$2 & 7#b7 designates ,octob] #bjaf z ,national ,dyslexia ,aw>5ess ,mon?4