In this episode of Literacy Talks, we (Stacy Hurst, Donell Pons, and Lindsay Kemeny) are excited to recap our experience at the 2025 International Dyslexia Association (IDA) Conference—also known as DyslexiaCon—held October 23–25 in Atlanta, Georgia. From the unveiling of a new, research-backed definition of dyslexia to powerful discussions about early intervention, leadership, and executive functioning, this year’s conference was one for the books.
A New, Nuanced Definition of Dyslexia
A major moment at DyslexiaCon 2025 was the unveiling of IDA’s updated definition of dyslexia—marking a shift from the 2002 version that has shaped policy and practice for decades. The new definition reflects the latest research and presents a more comprehensive, inclusive understanding of dyslexia.
It highlights dyslexia as a persistent, variable learning disability influenced by genetic, neurobiological, and environmental factors. The inclusion of spelling, morphological processing, and psychological well-being helps us better support the whole child—not just their reading challenges. This definition may have far-reaching implications for schools, legislation, and instructional practice.
You can find more on this at IDA’s official website.
Leading with Literacy: Grant Rivera’s Powerful Message
One of the standout keynotes was from Superintendent Grant Rivera of Marietta City Schools. His district makes literacy its number one priority—and his leadership reflects that. His philosophy? “Use company people on company time to solve company problems.” He’s not asking teachers to do literacy work on their own time. Instead, he’s carving out space for professional learning and implementation during contract hours.
Rivera’s district has seen academic growth—not just in reading, but in math too—proving that focused literacy work pays off across the board.
New Insights on Dyslexia Risk and Early Intervention
Dr. Charles Hulme’s research shared at the conference revealed key statistics on dyslexia risk:
- Children with only a family history of dyslexia: ~35% risk
- Children with only early language delays: ~35% risk
- Children with both: nearly 50% risk
The takeaway? Early screening and support—before a formal diagnosis—are essential. As one speaker put it, “We have 720 school days between kindergarten and 3rd grade to teach a child to read.”
The Science of Instruction Matters More Than the Setting
Doug Fuchs led a compelling session on the long-debated issue of inclusion versus pull-out instruction. His conclusion? The quality of instruction matters far more than where it happens. He called on all of us—especially higher ed programs—to be “excruciatingly interested in instructional quality.” We couldn’t agree more.
Dyslexia and Executive Function
Dr. Eric Tridas shared strategies for supporting students’ executive function—emphasizing that scaffolding is helpful, but over-scaffolding can limit autonomy. He reminded us that 6–9 year olds don’t have much more self-regulation than 4–5 year olds and encouraged us to build those skills with intention and patience.
Language, AI, and the Future of Reading
Dr. Maryanne Wolf delivered an unforgettable session on the dangers of overreliance on AI. She warned that excessive “cognitive offloading” through AI reduces deep thinking, memory formation, and empathy—all essential components of the reading brain. As literacy leaders, we must safeguard deep literacy in a digital age.
Resources and Presenters You Should Know
Here are some names and resources worth exploring:
- Reading Horizons Free Teacher License
- Dr. Elsje van Bergen – Dyslexia heritability research
- Dr. Charles Hulme – Language and dyslexia risk
- Dr. Eric Tridas – Executive functioning and learning
- Dr. Maryanne Wolf – AI’s impact on reading
- Doug Fuchs – Inclusion and instructional quality
- Matt Burns – Research-based, practitioner-focused literacy leadership
- Stephanie Al Otaiba – SEL-integrated literacy instruction
Mark Your Calendar: IDA 2026 in Las Vegas
The next IDA DyslexiaCon will be held in Las Vegas, Nevada, from November 12–14, 2026. It’s a great time to plan for meaningful, research-informed professional learning—and we hope to see you there!
