What the Experts Say

“Science has moved forward at a rapid pace so that we now possess the data to reliably define dyslexia…For the student, the knowledge that he is dyslexic is empowering…[It provides him] with self-understanding and self-awareness of what he has and what he needs to do in order to succeed.”

Sally Shaywitz, M.D., co-director of Yale Center for Dyslexia and Creativity

—Testimony before the Committee on Science, Space, and Technology, United States House of Representatives

The body of work referred to as the “science of reading” is not an ideology, a philosophy, a political agenda, a one-size-fits-all approach, a program of instruction, nor a specific component of instruction. It is the emerging consensus from many related disciplines, based on literally thousands of studies, supported by hundreds of millions of research dollars, conducted across the world in many languages. These studies have revealed a great deal about how we learn to read, what goes wrong when students don’t learn, and what kind of instruction is most likely to work the best for the most students.

Dr. Louisa Moats

Louisa Moats – Keynote Address at 2018 Reading League Conference


“Orthographic mapping is the mental process we use to store words for immediate, effortless, retrieval. It requires phoneme proficiency and letter-sound proficiency, as well as the ability to unconsciously or consciously make connections between the oral sound in spoken words and the letters in written words.”

David Kilpatrick
Author of Equipped for Reading Success