,,iii  #aag? ,,congress  #a/ ,session   
,s4 ,,res4 #dcj  ,,9 ,,! ,,s5ate ,,( ,,!
 ,,unit$ ,,/ates  ,octob] #bg1 #bjba,mr4
 ,cassidy 7= himself1 ,ms4 ,w>r51 ,mrs4 
,capito1 ,mr4 ,murphy1 ,mr4 ,graham1    
,mr4 ,k+1 ,mr4 ,boozman1 & ,mr4 ,w>nock7
 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$1 & designat+ 
,octob] #bjba z ,national ,dyslexia     
,aw>5ess ,mon?4  ,:]eas dyslexia is--   
7#a7 def9$ z an unexpect$ difficulty 9  
read+ = an individual :o has !          
intellig5ce to be a mu* bett] read]2 &  
7#b7 mo/ commonly caus$ by a difficulty 
9 phonological process+ 7! appreciation 
( ! individual s\nds ( spok5 language71 
:i* affects ! ability ( an individual to
 speak1 read1 spell1 &1 (t51 ! ability  
to le>n a second language2 ,:]eas !     
,fir/ ,/ep ,act ( #bjah 7,public ,law   
#aae-cia2 #acb ,/at4 #eaid et seq47     

includ$ a def9ition ( dyslexia z "p ( ! 
requirem5t ( ! ,act to scre5 inmates =  
dyslexia ^u intake 9 ,f$]al prisons2    
,:]eas ! def9ition ( dyslexia 9 section 
#cfce ( title #ah1 ,unit$ ,/ates ,code1 
z add$ by section #aja7;a7 ( ! ,fir/    
,/ep ,act ( #bjah1 is ! fir/ & only     
def9ition ( dyslexia 9 a ,f$]al /atute2 
,:]eas dyslexia is ! mo/ common le>n+   
disability & affects #hj to #ij p]c5t ( 
all individuals ) a le>n+ disability2   
,:]eas dyslexia is p]si/5t & highly     
preval5t1 affect+ z _m z #a out ( e #e  
individuals2 ,:]eas dyslexia is a       
p>adox1 9 t an individual ) dyslexia may
 h bo?-- 7#a7 weaknesses 9 decod+ t     
result 9 difficulties ) accurate or     
flu5t ^w recognition2 &  7#b7 /r5g?s 9  
high]-level cognitive functions1 su* z  
reason+1 critical ?9k+1 concept =mation1
 & problem solv+2 ,:]eas great progress 
has be5 made 9 und]/&+ dyslexia on a    
sci5tific level1 includ+ ! epidemiology 
& cognitive & neurobiological bases (   
dyslexia2 ,:]eas ! a*ievem5t gap betwe5 

typical read]s & dyslexic read]s occurs 
z e>ly z fir/ grade2 & ,:]eas e>ly      
scre5+ =1 & e>ly diagnosis (1 dyslexia  
are critical = ensur+ t individuals )   
dyslexia receive focus$1 evid5ce-bas$   
int]v5tion t leads to flu5t read+1 !    
promotion ( self-aw>5ess &              
self-emp[]m5t1 & ! provision ( necess>y 
accommodations t ensure success 9 s*ool 
& 9 life3 ,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]    
#bjba z ,national ,dyslexia ,aw>5ess    
,mon?4