Hall and colleagues

“Dyslexia is a specific learning disability characterized by difficulties with accurate or fluent word recognition and spelling (Fletcher et al., 2019). When operationalized as word reading accuracy more than 1.5 standard deviations below the mean, estimates of dyslexia's prevalence in the population are roughly 7% (Peterson & Pennington, 2012). Research in cognitive neuroscience, genetics, developmental psychology, and education has demonstrated that dyslexia is neurobiological in origin and heavily determined by genes, while also influenced by environmental factors (Fletcher et al., 2019; Grigorenko et al., 2020). Individuals with dyslexia are at greater risk for negative academic and occupational outcomes (Boscardin et al., 2008; Daniel et al., 2006; Hernandez, 2011). That said, early identification and remediation has been found to increase both the academic and emotional well-being of individuals with or at risk for developmental dyslexia, even demonstrating efficacy in preventing the incidence of reading difficulties (RDs) altogether (e.g., Al Otaiba et al., 2009; Mathes et al., 2005).”

Dr. Steven Dykstra

“Dyslexia is an alternative term used to refer to a pattern of learning difficulties characterized by problems with accurate or fluent word recognition, poor decoding, and poor spelling abilities.”

National Center for Improving Literacy

“A brain-based learning disability that specifically impairs a person's ability to read.”

International Dyslexia Association

“Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.”

…TRAIN & SUPPORT TEACHERS WITH CHILDREN WHO HAVE VERY LARGE GAPS IN THEIR READING SKILLS.

"Watching Dr. Ginsberg work with a child is a powerful experience. She possesses the rare combination of literacy expertise and the ability to assess and respond to a child's reading needs on the spot. I've also seen her design a reading approach based on current, sound research. I've seen her train and support teachers and reading coaches in how to implement that curriculum with children who have very large gaps in their reading skills."

….EXPERTISE IN READING WITH STREAMLINED STRATEGIES.

Dr. Ginsberg truly shows her expertise in reading with her streamlined strategies. Bells, whistles, and expensive materials from other reading programs do not typically yield the results possible with techniques provided by reading simplified. This approach allows reading professionals to better understand reading development themselves, as they master the strategies, while simultanesously furthering their students...