Sponsors (6)
The bill clarifies dyslexia in federal law to expand screening and consistent supports across federal programs, but it provides no funding and may shift costs and administrative burdens onto schools and federal prisons.
Students with dyslexia (children and youth) are more likely to receive early screening and targeted evidence-based interventions, improving reading outcomes and school success.
A clear federal statutory definition of dyslexia promotes consistent identification and accommodations across federal programs and institutions (e.g., federal schools and other federal settings).
Schools and local education agencies may need to cover costs to expand screening and interventions because the bill does not provide dedicated federal funding, risking uneven implementation and added taxpayer burden.
Federal prisons and their staff could incur additional administrative burdens and costs to screen and accommodate inmates with dyslexia.
Based on analysis of 2 sections of legislative text.
Records congressional findings that dyslexia is common, often appears by first grade, and that early screening and evidence-based intervention and accommodations are critical.
Introduced October 28, 2025 by Bill Cassidy · Last progress October 28, 2025
States congressional findings about dyslexia, reaffirming that dyslexia is the most common learning disability, affects up to 1 in 5 people, often appears early in childhood, and is persistent. It emphasizes that scientific understanding has advanced and that early screening, diagnosis, evidence-based interventions, accommodations, and self‑awareness are critical for academic and life success. The resolution does not create new programs, funding, or legal requirements; it records facts and priorities for consideration by policymakers and educators.