In 2018, intrigued by the burgeoning attention to dyslexia in K-12 education, I explored national trends for a three-part series that appeared in the 2018-2019 volume of Communiqué. I wondered what was behind the movement, and why attention was focused so squarely on dyslexia, rather than learning disabilities or reading disabilities. I selected 11 representative states for deeper investigation, of which Ohio (my home state) proved to be the single richest source of information.
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