Literacy has always been more than an academic skill—it’s the foundation for learning, independence, self-advocacy and opportunity. The International Dyslexia Association’s (IDA) newly released definition of dyslexia emphasizes this by situating literacy as critical to lifelong success, not just academic achievement.
“Psychological well-being and employment opportunities also may be affected.”
— International Dyslexia Association, 2025
When we improve literacy, we expand possibilities!
Formal postsecondary transition planning for students with disabilities is required to begin by age 14 in Virginia, but we know students start building the foundation for future employment and independent living much earlier. A student’s ability to:
✔ read workplace signage
✔ understand job expectations
✔ complete online applications
✔ navigate transportation schedules
✔ manage personal correspondence
…directly affects whether they are prepared for the world beyond PreK–12 education.
For many, reading challenges can become barriers to accessing competitive employment or training programs—unless they are identified early and provided evidence-based literacy instruction. When we frame high quality literacy instruction as a bridge to postsecondary transition outcomes, we strengthen its relevance and urgency, illuminating the powerful impact it can have.
High-Leverage Practices (HLPs) Support This Work
By also connecting the updated definition and transition with HLPs, we link classroom practice to real-life outcomes.
For example:
- HLP 9: Teach social behaviors.
Social competence is deeply intertwined with literacy, impacting psychological empowerment in workplace and community settings. - HLP 11: Identify and prioritize long- and short-term learning goals.
Including those tied to transition and employment.
The new IDA definition is more than an update—it’s a call to action. By centering employment and well-being in our understanding of dyslexia, we reaffirm that literacy is a cornerstone of opportunity. When we pair that definition with High-Leverage Practices like HLP 9 and HLP 11, we can more purposefully prepare students with disabilities for fulfilling, literate lives.
When we think about postsecondary transition—whether into work, higher education, or community life—literacy skills are aligned. For students with dyslexia or other reading-related learning challenges, these tasks can be particularly daunting without early and strategic support.
Let’s envision a future where every student exits our system with the literacy skills not just to read, but to participate and thrive in work and life. Let’s all embrace literacy as a pathway to the future!
Watch Understanding Dyslexia: Inside the IDA’s New Definition and Evolving the Definition of Dyslexia for Greater Inclusivity & Impact for more information on IDA’s 2025 Definition of Dyslexia.