
The years since 2020 have reshaped much of the world—including how we understand learning differences like dyslexia. While the foundations of dyslexia science remain rooted in decades of neurological and cognitive research, the last few years have seen a shift toward a more nuanced, inclusive, and individualized understanding.
Post-2020, the field has grown more precise, evidence-driven, and responsive to lived experiences. This article explores ten of the most important developments in dyslexia science, policy, and support systems since 2020.
1. From broad labels to specific profiles
The “dyslexia” label is still widely used, but increasingly, researchers and educators recognize that it tells us very little on its own. What matters now is the profile beneath the label—the specific cognitive challenges and strengths each learner presents.
Advanced assessments now look at phonological processing, rapid naming, orthographic memory, and working memory, allowing for targeted support. Instead of defining dyslexia as a binary “yes/no” condition, it’s now approached as a continuum of reading-related difficulties tailored to the learner.
2. The rise of the multiple deficit model
Since 2020, the multiple deficit model has become the dominant explanatory framework for dyslexia. Rather than attributing reading failure to a single phonological weakness, this model accounts for interacting risk factors across cognitive, genetic, and environmental domains.
This approach explains why some children show severe dyslexia symptoms despite strong phonological skills—or why others improve dramatically with intervention while their peers don’t. It also aligns better with what teachers observe: real-life learners are complex.
3. Neurodiversity is changing the conversation
The neurodiversity paradigm—which sees neurological differences like dyslexia as part of human variation, not as pathologies—is now shaping policy and practice. This shift has accelerated since 2020, especially in education systems influenced by disability rights movements.
Terms like “learning disorder” are giving way to phrases like “learning difference”, and strengths such as creativity, visual thinking, and systems reasoning are being acknowledged alongside challenges. Advocacy groups are calling for schools and employers to focus not only on remediation but also on inclusion and strengths development.
4. Smarter, earlier screening
New research supports identifying risk before formal reading instruction begins, especially in high-risk groups (those with family history, speech/language delays, or ADHD). Tools like AI-powered eye-tracking, gamified phonological tasks, and predictive analytics are making early screening more accurate and scalable.
Countries like Finland, the UK, and Australia are developing universal pre-reading screeners, and some US states are adopting legislation requiring kindergarten dyslexia risk screening.
5. Dyslexia and mental health: From oversight to priority
The emotional and psychological toll of undiagnosed dyslexia has long been underacknowledged. Since 2020—especially in the aftermath of COVID-19 disruptions—researchers have turned attention to dyslexia’s impact on mental health.
We now know that students with dyslexia are at significantly higher risk for anxiety, school avoidance, low self-esteem, and depression, particularly when unsupported or mislabeled. Schools are beginning to integrate emotional literacy, self-advocacy training, and mindset coaching into reading support programs.
6. Dyslexia across languages and cultures
English-based research has long dominated the field—but recent years have seen a surge in cross-linguistic studies. Researchers now understand that dyslexia manifests differently across orthographies:
- Children may read accurately but extremely slowly in transparent languages (like Spanish or Finnish).
- In opaque languages (like English or French), both accuracy and fluency are typically impaired.
This insight has led to the creation of language-specific screening and intervention tools, including culturally adapted versions for multilingual learners.
7. Tech isn’t a bonus—It’s a baseline
Post-2020, technology is no longer viewed as a compensatory extra—it’s an essential part of the literacy landscape. Remote learning during the pandemic accelerated the adoption of:
- Speech-to-text and text-to-speech tools
- Audiobooks and immersive reading platforms
- Adaptive phonics apps with built-in feedback
- Online writing tools with grammar and fluency scaffolds
Importantly, research is moving beyond using tech as a workaround and exploring how it can directly support learning, not just access.
8. Scrutiny of commercial interventions is growing
The dyslexia intervention space has long been flooded with branded programs, many of which lack robust evidence. Since 2020, there’s been increased pressure on developers and schools to justify program use with peer-reviewed research.
Systematic reviews continue to support systematic, explicit phonics for early readers, but the definition of “structured literacy” is under debate. Educators are increasingly asking:
- Which components matter most?
- What is the evidence for each approach—not just the brand?
This has encouraged a more scientific and less promotional discourse around dyslexia remediation.
9. Executive function and learning readiness
Recent studies have broadened the focus beyond reading mechanics to explore how executive function skills impact dyslexia:
- Working memory
- Inhibition
- Attention shifting
- Cognitive flexibility
Some children who don’t respond to reading intervention show underlying weaknesses in these domains. This has led to integrated programs that combine literacy instruction with cognitive skills training—especially in students with “resistant” profiles.
10. From fixing the problem to building the learner
Perhaps the most profound change since 2020 is a shift in tone. Instead of seeing dyslexia only through a deficit lens, many schools, researchers, and families are asking:
“How do we help this learner flourish, not just survive?”
This includes:
- Recognizing strengths (e.g., visual-spatial reasoning, big-picture thinking)
- Teaching self-advocacy and metacognition
- Building resilience and academic self-efficacy
Books, documentaries, and public figures with dyslexia are changing the narrative—from one of limitation to one of possibility.
Conclusion
Dyslexia after 2020 is no longer a mystery. It’s a well-studied, multi-dimensional learning difference that demands early, personalized, and emotionally responsive support. The future of dyslexia intervention is not only evidence-based—it’s also inclusive, adaptive, and learner-centered.
Edublox offers cognitive training and live online tutoring to students with dylexia and other learning difficulties. Our students are in the United States, Canada, Australia, and elsewhere. Book a free consultation to discuss your child’s learning needs and learn more below:
Dyslexia After 2020: The Next Chapter was authored by Sue du Plessis (B.A. Hons Psychology; B.D.), an educational and reading specialist with 30+ years of experience in the learning disabilities field.