{
  "generatedAt": "2026-10-17T14:41:26.126Z",
  "name": "Dyslexia statistics 2026: how common is dyslexia?",
  "page": "https://dyslexiasteps.com/dyslexia-statistics",
  "language": "en",
  "updated": "2026-10-05",
  "nextReview": "2027-04-05",
  "license": {
    "name": "CC BY 4.0",
    "url": "https://creativecommons.org/licenses/by/4.0/",
    "note": "The license covers the compilation; each figure belongs to its cited source."
  },
  "citeAs": "Dyslexia Steps. (2026, October 5). Dyslexia statistics 2026: how common is dyslexia? https://dyslexiasteps.com/dyslexia-statistics",
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    {
      "section": "At a glance",
      "type": "key_figure",
      "title": null,
      "row": "of primary school children have dyslexia (global meta-analysis)",
      "column": null,
      "value": "7.1%",
      "numeric_value": null,
      "note": null,
      "data_year": "2022",
      "source": "Yang L, Li C, Li X et al. (2022). Prevalence of developmental dyslexia in primary school children: a systematic review and meta-analysis. Brain Sci, 12(2), 240.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/35204003/"
    },
    {
      "section": "At a glance",
      "type": "key_figure",
      "title": null,
      "row": "boys vs girls in the same meta-analysis",
      "column": null,
      "value": "9.2% vs 4.7%",
      "numeric_value": null,
      "note": null,
      "data_year": "2022",
      "source": "Yang L, Li C, Li X et al. (2022). Prevalence of developmental dyslexia in primary school children: a systematic review and meta-analysis. Brain Sci, 12(2), 240.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/35204003/"
    },
    {
      "section": "At a glance",
      "type": "key_figure",
      "title": null,
      "row": "of children with a family history of dyslexia went on to have it",
      "column": null,
      "value": "45%",
      "numeric_value": null,
      "note": null,
      "data_year": "2016",
      "source": "Snowling MJ, Melby-Lervåg M (2016). Oral language deficits in familial dyslexia: a meta-analysis and review. Psychol Bull, 142(5), 498-545.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/26727308/"
    },
    {
      "section": "At a glance",
      "type": "key_figure",
      "title": null,
      "row": "US students served for a specific learning disability, 4.9% of public school students",
      "column": null,
      "value": "2.41 million",
      "numeric_value": null,
      "note": null,
      "data_year": "2022–23",
      "source": "National Center for Education Statistics (2023). Digest of Education Statistics, Table 204.30: Children 3 to 21 years old served under IDEA, Part B, by type of disability, 1976-77 through 2022-23. Accessed 2026-10-05.",
      "source_url": "https://nces.ed.gov/programs/digest/d23/tables/dt23_204.30.asp"
    },
    {
      "section": "At a glance",
      "type": "key_figure",
      "title": null,
      "row": "pupils in England with specific learning difficulty as primary need",
      "column": null,
      "value": "180,217",
      "numeric_value": null,
      "note": null,
      "data_year": "2025/26",
      "source": "Department for Education (2026). Special educational needs in England, academic year 2025/26 (datasets: type of need; age and gender). Accessed 2026-10-05.",
      "source_url": "https://explore-education-statistics.service.gov.uk/find-statistics/special-educational-needs-in-england"
    },
    {
      "section": "At a glance",
      "type": "key_figure",
      "title": null,
      "row": "average effect of phonics instruction on reading in randomised trials",
      "column": null,
      "value": "g = 0.32",
      "numeric_value": null,
      "note": null,
      "data_year": "2014",
      "source": "Galuschka K, Ise E, Krick K, Schulte-Körne G (2014). Effectiveness of treatment approaches for children and adolescents with reading disabilities: a meta-analysis of randomized controlled trials. PLoS One, 9(2), e89900.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/24587110/"
    },
    {
      "section": "How common is dyslexia?",
      "type": "chart",
      "title": "Dyslexia prevalence estimates by study",
      "row": "Germany (guideline summary)",
      "column": "Estimate",
      "value": "≈8%",
      "numeric_value": 8,
      "note": "combined reading and spelling disorder, 2016",
      "data_year": null,
      "source": "Galuschka K, Schulte-Körne G (2016). The diagnosis and treatment of reading and/or spelling disorders in children and adolescents. Dtsch Arztebl Int, 113(16), 279-86.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/27159142/"
    },
    {
      "section": "How common is dyslexia?",
      "type": "chart",
      "title": "Dyslexia prevalence estimates by study",
      "row": "Brazil, grades 2–6",
      "column": "Estimate",
      "value": "7.5%",
      "numeric_value": 7.5,
      "note": "reading impairment, N = 1,618, 2016",
      "data_year": null,
      "source": "Fortes IS, Paula CS, Oliveira MC et al. (2016). A cross-sectional study to assess the prevalence of DSM-5 specific learning disorders in representative school samples from the second to sixth grade in Brazil. Eur Child Adolesc Psychiatry, 25(2), 195-207.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/25925785/"
    },
    {
      "section": "How common is dyslexia?",
      "type": "chart",
      "title": "Dyslexia prevalence estimates by study",
      "row": "Global, primary school",
      "column": "Estimate",
      "value": "7.1%",
      "numeric_value": 7.1,
      "note": "meta-analysis, studies to 2021, published 2022",
      "data_year": null,
      "source": "Yang L, Li C, Li X et al. (2022). Prevalence of developmental dyslexia in primary school children: a systematic review and meta-analysis. Brain Sci, 12(2), 240.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/35204003/"
    },
    {
      "section": "How common is dyslexia?",
      "type": "chart",
      "title": "Dyslexia prevalence estimates by study",
      "row": "France, age 10",
      "column": "Estimate",
      "value": "6.6%",
      "numeric_value": 6.6,
      "note": "longitudinal study cited by Inserm, 2007",
      "data_year": null,
      "source": "Inserm (2007). Dyslexie, dysorthographie, dyscalculie : bilan des données scientifiques. Expertise collective, chapitre 7 : Prévalence. Accessed 2026-10-05.",
      "source_url": "https://ipubli.inserm.fr/bitstream/handle/10608/110/Chapitre_7.html"
    },
    {
      "section": "How common is dyslexia?",
      "type": "chart",
      "title": "Dyslexia prevalence estimates by study",
      "row": "Netherlands",
      "column": "Estimate",
      "value": "3.6%",
      "numeric_value": 3.6,
      "note": "estimate cited by the Dutch government, 2019",
      "data_year": null,
      "source": "Tweede Kamer der Staten-Generaal (2019). Antwoord op vragen over dyslexie, Aanhangsel Handelingen 2018-2019, nr. 3472. Accessed 2026-10-05.",
      "source_url": "https://zoek.officielebekendmakingen.nl/ah-tk-20182019-3472.html"
    },
    {
      "section": "How common is dyslexia?",
      "type": "chart",
      "title": "Dyslexia prevalence estimates by study",
      "row": "Spain, Canary Islands",
      "column": "Estimate",
      "value": "3.2%",
      "numeric_value": 3.2,
      "note": "psychometric criteria, N = 1,050, 2009",
      "data_year": null,
      "source": "Jiménez JE, Guzmán R, Rodríguez C, Artiles C (2009). Prevalencia de las dificultades específicas de aprendizaje: la dislexia en español. Anales de Psicología, 25(1), 78-85.",
      "source_url": "https://www.um.es/analesps/v25/v25_1/09-25_1.pdf"
    },
    {
      "section": "How many children in the US have dyslexia?",
      "type": "chart",
      "title": "US students served for a specific learning disability, as a share of all public school students",
      "row": "1980–81",
      "column": "Share of enrollment",
      "value": "3.6%",
      "numeric_value": 3.6,
      "note": "NCES Digest table 204.30",
      "data_year": null,
      "source": "National Center for Education Statistics (2023). Digest of Education Statistics, Table 204.30: Children 3 to 21 years old served under IDEA, Part B, by type of disability, 1976-77 through 2022-23. Accessed 2026-10-05.",
      "source_url": "https://nces.ed.gov/programs/digest/d23/tables/dt23_204.30.asp"
    },
    {
      "section": "How many children in the US have dyslexia?",
      "type": "chart",
      "title": "US students served for a specific learning disability, as a share of all public school students",
      "row": "1990–91",
      "column": "Share of enrollment",
      "value": "5.2%",
      "numeric_value": 5.2,
      "note": "NCES Digest table 204.30",
      "data_year": null,
      "source": "National Center for Education Statistics (2023). Digest of Education Statistics, Table 204.30: Children 3 to 21 years old served under IDEA, Part B, by type of disability, 1976-77 through 2022-23. Accessed 2026-10-05.",
      "source_url": "https://nces.ed.gov/programs/digest/d23/tables/dt23_204.30.asp"
    },
    {
      "section": "How many children in the US have dyslexia?",
      "type": "chart",
      "title": "US students served for a specific learning disability, as a share of all public school students",
      "row": "2000–01",
      "column": "Share of enrollment",
      "value": "6.1%",
      "numeric_value": 6.1,
      "note": "NCES Digest table 204.30",
      "data_year": null,
      "source": "National Center for Education Statistics (2023). Digest of Education Statistics, Table 204.30: Children 3 to 21 years old served under IDEA, Part B, by type of disability, 1976-77 through 2022-23. Accessed 2026-10-05.",
      "source_url": "https://nces.ed.gov/programs/digest/d23/tables/dt23_204.30.asp"
    },
    {
      "section": "How many children in the US have dyslexia?",
      "type": "chart",
      "title": "US students served for a specific learning disability, as a share of all public school students",
      "row": "2010–11",
      "column": "Share of enrollment",
      "value": "4.8%",
      "numeric_value": 4.8,
      "note": "NCES Digest table 204.30",
      "data_year": null,
      "source": "National Center for Education Statistics (2023). Digest of Education Statistics, Table 204.30: Children 3 to 21 years old served under IDEA, Part B, by type of disability, 1976-77 through 2022-23. Accessed 2026-10-05.",
      "source_url": "https://nces.ed.gov/programs/digest/d23/tables/dt23_204.30.asp"
    },
    {
      "section": "How many children in the US have dyslexia?",
      "type": "chart",
      "title": "US students served for a specific learning disability, as a share of all public school students",
      "row": "2022–23",
      "column": "Share of enrollment",
      "value": "4.9%",
      "numeric_value": 4.9,
      "note": "NCES Digest table 204.30",
      "data_year": null,
      "source": "National Center for Education Statistics (2023). Digest of Education Statistics, Table 204.30: Children 3 to 21 years old served under IDEA, Part B, by type of disability, 1976-77 through 2022-23. Accessed 2026-10-05.",
      "source_url": "https://nces.ed.gov/programs/digest/d23/tables/dt23_204.30.asp"
    },
    {
      "section": "Dyslexia statistics by country",
      "type": "table",
      "title": "Dyslexia by country: research estimates and official counts, each with its data year",
      "row": "United States",
      "column": "Prevalence estimate",
      "value": "No national prevalence study found",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "National Center for Education Statistics (2023). Digest of Education Statistics, Table 204.30: Children 3 to 21 years old served under IDEA, Part B, by type of disability, 1976-77 through 2022-23. Accessed 2026-10-05.",
      "source_url": "https://nces.ed.gov/programs/digest/d23/tables/dt23_204.30.asp"
    },
    {
      "section": "Dyslexia statistics by country",
      "type": "table",
      "title": "Dyslexia by country: research estimates and official counts, each with its data year",
      "row": "United States",
      "column": "Closest official count",
      "value": "2,408,000 students, 4.9% of public school students (2022–23)",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "National Center for Education Statistics (2023). Digest of Education Statistics, Table 204.30: Children 3 to 21 years old served under IDEA, Part B, by type of disability, 1976-77 through 2022-23. Accessed 2026-10-05.",
      "source_url": "https://nces.ed.gov/programs/digest/d23/tables/dt23_204.30.asp"
    },
    {
      "section": "Dyslexia statistics by country",
      "type": "table",
      "title": "Dyslexia by country: research estimates and official counts, each with its data year",
      "row": "United States",
      "column": "What the count covers",
      "value": "Specific learning disability under IDEA: reading, writing and maths",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "National Center for Education Statistics (2023). Digest of Education Statistics, Table 204.30: Children 3 to 21 years old served under IDEA, Part B, by type of disability, 1976-77 through 2022-23. Accessed 2026-10-05.",
      "source_url": "https://nces.ed.gov/programs/digest/d23/tables/dt23_204.30.asp"
    },
    {
      "section": "Dyslexia statistics by country",
      "type": "table",
      "title": "Dyslexia by country: research estimates and official counts, each with its data year",
      "row": "England (UK)",
      "column": "Prevalence estimate",
      "value": "No national prevalence study found",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Department for Education (2026). Special educational needs in England, academic year 2025/26 (datasets: type of need; age and gender). Accessed 2026-10-05.",
      "source_url": "https://explore-education-statistics.service.gov.uk/find-statistics/special-educational-needs-in-england"
    },
    {
      "section": "Dyslexia statistics by country",
      "type": "table",
      "title": "Dyslexia by country: research estimates and official counts, each with its data year",
      "row": "England (UK)",
      "column": "Closest official count",
      "value": "180,217 pupils, 2.2% (2025/26)",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Department for Education (2026). Special educational needs in England, academic year 2025/26 (datasets: type of need; age and gender). Accessed 2026-10-05.",
      "source_url": "https://explore-education-statistics.service.gov.uk/find-statistics/special-educational-needs-in-england"
    },
    {
      "section": "Dyslexia statistics by country",
      "type": "table",
      "title": "Dyslexia by country: research estimates and official counts, each with its data year",
      "row": "England (UK)",
      "column": "What the count covers",
      "value": "Specific learning difficulty as primary need; includes dyscalculia and dyspraxia",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Department for Education (2026). Special educational needs in England, academic year 2025/26 (datasets: type of need; age and gender). Accessed 2026-10-05.",
      "source_url": "https://explore-education-statistics.service.gov.uk/find-statistics/special-educational-needs-in-england"
    },
    {
      "section": "Dyslexia statistics by country",
      "type": "table",
      "title": "Dyslexia by country: research estimates and official counts, each with its data year",
      "row": "Germany",
      "column": "Prevalence estimate",
      "value": "3–11% of children and adolescents; about 8% combined reading and spelling disorder (2016)",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Galuschka K, Schulte-Körne G (2016). The diagnosis and treatment of reading and/or spelling disorders in children and adolescents. Dtsch Arztebl Int, 113(16), 279-86.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/27159142/"
    },
    {
      "section": "Dyslexia statistics by country",
      "type": "table",
      "title": "Dyslexia by country: research estimates and official counts, each with its data year",
      "row": "Germany",
      "column": "Closest official count",
      "value": "No official figure found",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Galuschka K, Schulte-Körne G (2016). The diagnosis and treatment of reading and/or spelling disorders in children and adolescents. Dtsch Arztebl Int, 113(16), 279-86.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/27159142/"
    },
    {
      "section": "Dyslexia statistics by country",
      "type": "table",
      "title": "Dyslexia by country: research estimates and official counts, each with its data year",
      "row": "Germany",
      "column": "What the count covers",
      "value": "–",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Galuschka K, Schulte-Körne G (2016). The diagnosis and treatment of reading and/or spelling disorders in children and adolescents. Dtsch Arztebl Int, 113(16), 279-86.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/27159142/"
    },
    {
      "section": "Dyslexia statistics by country",
      "type": "table",
      "title": "Dyslexia by country: research estimates and official counts, each with its data year",
      "row": "Austria",
      "column": "Prevalence estimate",
      "value": "No national figure found",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": null,
      "source_url": null
    },
    {
      "section": "Dyslexia statistics by country",
      "type": "table",
      "title": "Dyslexia by country: research estimates and official counts, each with its data year",
      "row": "Austria",
      "column": "Closest official count",
      "value": "No official figure found",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": null,
      "source_url": null
    },
    {
      "section": "Dyslexia statistics by country",
      "type": "table",
      "title": "Dyslexia by country: research estimates and official counts, each with its data year",
      "row": "Austria",
      "column": "What the count covers",
      "value": "–",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": null,
      "source_url": null
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    {
      "section": "Dyslexia statistics by country",
      "type": "table",
      "title": "Dyslexia by country: research estimates and official counts, each with its data year",
      "row": "Switzerland",
      "column": "Prevalence estimate",
      "value": "No national figure found",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": null,
      "source_url": null
    },
    {
      "section": "Dyslexia statistics by country",
      "type": "table",
      "title": "Dyslexia by country: research estimates and official counts, each with its data year",
      "row": "Switzerland",
      "column": "Closest official count",
      "value": "No official figure found",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": null,
      "source_url": null
    },
    {
      "section": "Dyslexia statistics by country",
      "type": "table",
      "title": "Dyslexia by country: research estimates and official counts, each with its data year",
      "row": "Switzerland",
      "column": "What the count covers",
      "value": "–",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": null,
      "source_url": null
    },
    {
      "section": "Dyslexia statistics by country",
      "type": "table",
      "title": "Dyslexia by country: research estimates and official counts, each with its data year",
      "row": "France",
      "column": "Prevalence estimate",
      "value": "At least 3–5%; French studies 6–8% (Inserm, 2007)",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Inserm (2007). Dyslexie, dysorthographie, dyscalculie : bilan des données scientifiques. Expertise collective, chapitre 7 : Prévalence. Accessed 2026-10-05. | Assurance Maladie (ameli.fr) (2024). Troubles du langage écrit : définition, conséquences et facteurs favorisants. Accessed 2026-10-05.",
      "source_url": "https://ipubli.inserm.fr/bitstream/handle/10608/110/Chapitre_7.html | https://www.ameli.fr/assure/sante/themes/troubles-langage-ecrit/definition-consequences-facteurs-favorisants"
    },
    {
      "section": "Dyslexia statistics by country",
      "type": "table",
      "title": "Dyslexia by country: research estimates and official counts, each with its data year",
      "row": "France",
      "column": "Closest official count",
      "value": "No official count found; Assurance Maladie states 3–5% of children (2024)",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Inserm (2007). Dyslexie, dysorthographie, dyscalculie : bilan des données scientifiques. Expertise collective, chapitre 7 : Prévalence. Accessed 2026-10-05. | Assurance Maladie (ameli.fr) (2024). Troubles du langage écrit : définition, conséquences et facteurs favorisants. Accessed 2026-10-05.",
      "source_url": "https://ipubli.inserm.fr/bitstream/handle/10608/110/Chapitre_7.html | https://www.ameli.fr/assure/sante/themes/troubles-langage-ecrit/definition-consequences-facteurs-favorisants"
    },
    {
      "section": "Dyslexia statistics by country",
      "type": "table",
      "title": "Dyslexia by country: research estimates and official counts, each with its data year",
      "row": "France",
      "column": "What the count covers",
      "value": "All specific learning disorders of reading, writing, spelling and maths",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Inserm (2007). Dyslexie, dysorthographie, dyscalculie : bilan des données scientifiques. Expertise collective, chapitre 7 : Prévalence. Accessed 2026-10-05. | Assurance Maladie (ameli.fr) (2024). Troubles du langage écrit : définition, conséquences et facteurs favorisants. Accessed 2026-10-05.",
      "source_url": "https://ipubli.inserm.fr/bitstream/handle/10608/110/Chapitre_7.html | https://www.ameli.fr/assure/sante/themes/troubles-langage-ecrit/definition-consequences-facteurs-favorisants"
    },
    {
      "section": "Dyslexia statistics by country",
      "type": "table",
      "title": "Dyslexia by country: research estimates and official counts, each with its data year",
      "row": "Belgium",
      "column": "Prevalence estimate",
      "value": "No national figure found",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": null,
      "source_url": null
    },
    {
      "section": "Dyslexia statistics by country",
      "type": "table",
      "title": "Dyslexia by country: research estimates and official counts, each with its data year",
      "row": "Belgium",
      "column": "Closest official count",
      "value": "No official figure found",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": null,
      "source_url": null
    },
    {
      "section": "Dyslexia statistics by country",
      "type": "table",
      "title": "Dyslexia by country: research estimates and official counts, each with its data year",
      "row": "Belgium",
      "column": "What the count covers",
      "value": "–",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": null,
      "source_url": null
    },
    {
      "section": "Dyslexia statistics by country",
      "type": "table",
      "title": "Dyslexia by country: research estimates and official counts, each with its data year",
      "row": "Spain",
      "column": "Prevalence estimate",
      "value": "3.2% met psychometric criteria (Canary Islands, N = 1,050, 2009)",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Jiménez JE, Guzmán R, Rodríguez C, Artiles C (2009). Prevalencia de las dificultades específicas de aprendizaje: la dislexia en español. Anales de Psicología, 25(1), 78-85. | Ministerio de Educación, Formación Profesional y Deportes (2026). Alumnado con necesidad específica de apoyo educativo, curso 2024-2025 (nota de prensa, 30/04/2026). Accessed 2026-10-05.",
      "source_url": "https://www.um.es/analesps/v25/v25_1/09-25_1.pdf | https://www.educacionfpydeportes.gob.es/prensa/actualidad/2026/04/20260430-apoyoeducativo.html"
    },
    {
      "section": "Dyslexia statistics by country",
      "type": "table",
      "title": "Dyslexia by country: research estimates and official counts, each with its data year",
      "row": "Spain",
      "column": "Closest official count",
      "value": "About 250,936 students supported for learning disorders (2024–25, our calculation)",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Jiménez JE, Guzmán R, Rodríguez C, Artiles C (2009). Prevalencia de las dificultades específicas de aprendizaje: la dislexia en español. Anales de Psicología, 25(1), 78-85. | Ministerio de Educación, Formación Profesional y Deportes (2026). Alumnado con necesidad específica de apoyo educativo, curso 2024-2025 (nota de prensa, 30/04/2026). Accessed 2026-10-05.",
      "source_url": "https://www.um.es/analesps/v25/v25_1/09-25_1.pdf | https://www.educacionfpydeportes.gob.es/prensa/actualidad/2026/04/20260430-apoyoeducativo.html"
    },
    {
      "section": "Dyslexia statistics by country",
      "type": "table",
      "title": "Dyslexia by country: research estimates and official counts, each with its data year",
      "row": "Spain",
      "column": "What the count covers",
      "value": "26.8% of 936,328 students with \"other specific needs\"; all learning disorders",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Jiménez JE, Guzmán R, Rodríguez C, Artiles C (2009). Prevalencia de las dificultades específicas de aprendizaje: la dislexia en español. Anales de Psicología, 25(1), 78-85. | Ministerio de Educación, Formación Profesional y Deportes (2026). Alumnado con necesidad específica de apoyo educativo, curso 2024-2025 (nota de prensa, 30/04/2026). Accessed 2026-10-05.",
      "source_url": "https://www.um.es/analesps/v25/v25_1/09-25_1.pdf | https://www.educacionfpydeportes.gob.es/prensa/actualidad/2026/04/20260430-apoyoeducativo.html"
    },
    {
      "section": "Dyslexia statistics by country",
      "type": "table",
      "title": "Dyslexia by country: research estimates and official counts, each with its data year",
      "row": "Mexico",
      "column": "Prevalence estimate",
      "value": "No national figure found",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": null,
      "source_url": null
    },
    {
      "section": "Dyslexia statistics by country",
      "type": "table",
      "title": "Dyslexia by country: research estimates and official counts, each with its data year",
      "row": "Mexico",
      "column": "Closest official count",
      "value": "No official figure found",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": null,
      "source_url": null
    },
    {
      "section": "Dyslexia statistics by country",
      "type": "table",
      "title": "Dyslexia by country: research estimates and official counts, each with its data year",
      "row": "Mexico",
      "column": "What the count covers",
      "value": "–",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": null,
      "source_url": null
    },
    {
      "section": "Dyslexia statistics by country",
      "type": "table",
      "title": "Dyslexia by country: research estimates and official counts, each with its data year",
      "row": "Netherlands",
      "column": "Prevalence estimate",
      "value": "3.6% dyslexia; 8.8% severe reading or spelling problems (cited 2019)",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Tweede Kamer der Staten-Generaal (2019). Antwoord op vragen over dyslexie, Aanhangsel Handelingen 2018-2019, nr. 3472. Accessed 2026-10-05.",
      "source_url": "https://zoek.officielebekendmakingen.nl/ah-tk-20182019-3472.html"
    },
    {
      "section": "Dyslexia statistics by country",
      "type": "table",
      "title": "Dyslexia by country: research estimates and official counts, each with its data year",
      "row": "Netherlands",
      "column": "Closest official count",
      "value": "15,932 final-exam candidates with dyslexia adjustments (2019)",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Tweede Kamer der Staten-Generaal (2019). Antwoord op vragen over dyslexie, Aanhangsel Handelingen 2018-2019, nr. 3472. Accessed 2026-10-05.",
      "source_url": "https://zoek.officielebekendmakingen.nl/ah-tk-20182019-3472.html"
    },
    {
      "section": "Dyslexia statistics by country",
      "type": "table",
      "title": "Dyslexia by country: research estimates and official counts, each with its data year",
      "row": "Netherlands",
      "column": "What the count covers",
      "value": "Exam adjustments only; the government reported no national count of dyslexia care",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Tweede Kamer der Staten-Generaal (2019). Antwoord op vragen over dyslexie, Aanhangsel Handelingen 2018-2019, nr. 3472. Accessed 2026-10-05.",
      "source_url": "https://zoek.officielebekendmakingen.nl/ah-tk-20182019-3472.html"
    },
    {
      "section": "Dyslexia statistics by country",
      "type": "table",
      "title": "Dyslexia by country: research estimates and official counts, each with its data year",
      "row": "Brazil",
      "column": "Prevalence estimate",
      "value": "7.5% reading impairment, grades 2–6, four cities (2016)",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Fortes IS, Paula CS, Oliveira MC et al. (2016). A cross-sectional study to assess the prevalence of DSM-5 specific learning disorders in representative school samples from the second to sixth grade in Brazil. Eur Child Adolesc Psychiatry, 25(2), 195-207.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/25925785/"
    },
    {
      "section": "Dyslexia statistics by country",
      "type": "table",
      "title": "Dyslexia by country: research estimates and official counts, each with its data year",
      "row": "Brazil",
      "column": "Closest official count",
      "value": "No official figure found",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Fortes IS, Paula CS, Oliveira MC et al. (2016). A cross-sectional study to assess the prevalence of DSM-5 specific learning disorders in representative school samples from the second to sixth grade in Brazil. Eur Child Adolesc Psychiatry, 25(2), 195-207.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/25925785/"
    },
    {
      "section": "Dyslexia statistics by country",
      "type": "table",
      "title": "Dyslexia by country: research estimates and official counts, each with its data year",
      "row": "Brazil",
      "column": "What the count covers",
      "value": "–",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Fortes IS, Paula CS, Oliveira MC et al. (2016). A cross-sectional study to assess the prevalence of DSM-5 specific learning disorders in representative school samples from the second to sixth grade in Brazil. Eur Child Adolesc Psychiatry, 25(2), 195-207.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/25925785/"
    },
    {
      "section": "Dyslexia statistics by country",
      "type": "table",
      "title": "Dyslexia by country: research estimates and official counts, each with its data year",
      "row": "Worldwide",
      "column": "Prevalence estimate",
      "value": "7.1% of primary school children (meta-analysis, 2022)",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Yang L, Li C, Li X et al. (2022). Prevalence of developmental dyslexia in primary school children: a systematic review and meta-analysis. Brain Sci, 12(2), 240.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/35204003/"
    },
    {
      "section": "Dyslexia statistics by country",
      "type": "table",
      "title": "Dyslexia by country: research estimates and official counts, each with its data year",
      "row": "Worldwide",
      "column": "Closest official count",
      "value": "No global count exists",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Yang L, Li C, Li X et al. (2022). Prevalence of developmental dyslexia in primary school children: a systematic review and meta-analysis. Brain Sci, 12(2), 240.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/35204003/"
    },
    {
      "section": "Dyslexia statistics by country",
      "type": "table",
      "title": "Dyslexia by country: research estimates and official counts, each with its data year",
      "row": "Worldwide",
      "column": "What the count covers",
      "value": "–",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Yang L, Li C, Li X et al. (2022). Prevalence of developmental dyslexia in primary school children: a systematic review and meta-analysis. Brain Sci, 12(2), 240.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/35204003/"
    },
    {
      "section": "At what age is dyslexia identified?",
      "type": "chart",
      "title": "Pupils in England with specific learning difficulty as primary need, by age (2025/26)",
      "row": "Age 5",
      "column": "Share of pupils",
      "value": "0.53%",
      "numeric_value": 0.53,
      "note": "3,143 pupils",
      "data_year": null,
      "source": "Department for Education (2026). Special educational needs in England, academic year 2025/26 (datasets: type of need; age and gender). Accessed 2026-10-05.",
      "source_url": "https://explore-education-statistics.service.gov.uk/find-statistics/special-educational-needs-in-england"
    },
    {
      "section": "At what age is dyslexia identified?",
      "type": "chart",
      "title": "Pupils in England with specific learning difficulty as primary need, by age (2025/26)",
      "row": "Age 7",
      "column": "Share of pupils",
      "value": "1.30%",
      "numeric_value": 1.3,
      "note": "8,119 pupils",
      "data_year": null,
      "source": "Department for Education (2026). Special educational needs in England, academic year 2025/26 (datasets: type of need; age and gender). Accessed 2026-10-05.",
      "source_url": "https://explore-education-statistics.service.gov.uk/find-statistics/special-educational-needs-in-england"
    },
    {
      "section": "At what age is dyslexia identified?",
      "type": "chart",
      "title": "Pupils in England with specific learning difficulty as primary need, by age (2025/26)",
      "row": "Age 9",
      "column": "Share of pupils",
      "value": "2.54%",
      "numeric_value": 2.54,
      "note": "16,643 pupils",
      "data_year": null,
      "source": "Department for Education (2026). Special educational needs in England, academic year 2025/26 (datasets: type of need; age and gender). Accessed 2026-10-05.",
      "source_url": "https://explore-education-statistics.service.gov.uk/find-statistics/special-educational-needs-in-england"
    },
    {
      "section": "At what age is dyslexia identified?",
      "type": "chart",
      "title": "Pupils in England with specific learning difficulty as primary need, by age (2025/26)",
      "row": "Age 12",
      "column": "Share of pupils",
      "value": "3.29%",
      "numeric_value": 3.29,
      "note": "21,380 pupils",
      "data_year": null,
      "source": "Department for Education (2026). Special educational needs in England, academic year 2025/26 (datasets: type of need; age and gender). Accessed 2026-10-05.",
      "source_url": "https://explore-education-statistics.service.gov.uk/find-statistics/special-educational-needs-in-england"
    },
    {
      "section": "At what age is dyslexia identified?",
      "type": "chart",
      "title": "Pupils in England with specific learning difficulty as primary need, by age (2025/26)",
      "row": "Age 15",
      "column": "Share of pupils",
      "value": "3.17%",
      "numeric_value": 3.17,
      "note": "20,221 pupils",
      "data_year": null,
      "source": "Department for Education (2026). Special educational needs in England, academic year 2025/26 (datasets: type of need; age and gender). Accessed 2026-10-05.",
      "source_url": "https://explore-education-statistics.service.gov.uk/find-statistics/special-educational-needs-in-england"
    },
    {
      "section": "Is dyslexia more common in boys or girls?",
      "type": "table",
      "title": "Reading disability by sex in four epidemiological cohorts (lowest 15% of readers)",
      "row": "Dunedin (NZ)",
      "column": "Boys",
      "value": "21.6%",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Yang L, Li C, Li X et al. (2022). Prevalence of developmental dyslexia in primary school children: a systematic review and meta-analysis. Brain Sci, 12(2), 240. | Rutter M, Caspi A, Fergusson D et al. (2004). Sex differences in developmental reading disability: new findings from 4 epidemiological studies. JAMA, 291(16), 2007-12. | Quinn JM, Wagner RK (2015). Gender differences in reading impairment and in the identification of impaired readers: results from a large-scale study of at-risk readers. J Learn Disabil, 48(4), 433-45. | Arnett AB, Pennington BF, Peterson RL, Willcutt EG, DeFries JC, Olson RK (2017). Explaining the sex difference in dyslexia. J Child Psychol Psychiatry, 58(6), 719-727. | Willcutt EG, Pennington BF (2000). Comorbidity of reading disability and attention-deficit/hyperactivity disorder: differences by gender and subtype. J Learn Disabil, 33(2), 179-91.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/35204003/ | https://pubmed.ncbi.nlm.nih.gov/15113820/ | https://pubmed.ncbi.nlm.nih.gov/24153403/ | https://pubmed.ncbi.nlm.nih.gov/28176347/ | https://pubmed.ncbi.nlm.nih.gov/15505947/"
    },
    {
      "section": "Is dyslexia more common in boys or girls?",
      "type": "table",
      "title": "Reading disability by sex in four epidemiological cohorts (lowest 15% of readers)",
      "row": "Dunedin (NZ)",
      "column": "Girls",
      "value": "7.9%",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Yang L, Li C, Li X et al. (2022). Prevalence of developmental dyslexia in primary school children: a systematic review and meta-analysis. Brain Sci, 12(2), 240. | Rutter M, Caspi A, Fergusson D et al. (2004). Sex differences in developmental reading disability: new findings from 4 epidemiological studies. JAMA, 291(16), 2007-12. | Quinn JM, Wagner RK (2015). Gender differences in reading impairment and in the identification of impaired readers: results from a large-scale study of at-risk readers. J Learn Disabil, 48(4), 433-45. | Arnett AB, Pennington BF, Peterson RL, Willcutt EG, DeFries JC, Olson RK (2017). Explaining the sex difference in dyslexia. J Child Psychol Psychiatry, 58(6), 719-727. | Willcutt EG, Pennington BF (2000). Comorbidity of reading disability and attention-deficit/hyperactivity disorder: differences by gender and subtype. J Learn Disabil, 33(2), 179-91.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/35204003/ | https://pubmed.ncbi.nlm.nih.gov/15113820/ | https://pubmed.ncbi.nlm.nih.gov/24153403/ | https://pubmed.ncbi.nlm.nih.gov/28176347/ | https://pubmed.ncbi.nlm.nih.gov/15505947/"
    },
    {
      "section": "Is dyslexia more common in boys or girls?",
      "type": "table",
      "title": "Reading disability by sex in four epidemiological cohorts (lowest 15% of readers)",
      "row": "Dunedin (NZ)",
      "column": "Odds ratio",
      "value": "3.19",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Yang L, Li C, Li X et al. (2022). Prevalence of developmental dyslexia in primary school children: a systematic review and meta-analysis. Brain Sci, 12(2), 240. | Rutter M, Caspi A, Fergusson D et al. (2004). Sex differences in developmental reading disability: new findings from 4 epidemiological studies. JAMA, 291(16), 2007-12. | Quinn JM, Wagner RK (2015). Gender differences in reading impairment and in the identification of impaired readers: results from a large-scale study of at-risk readers. J Learn Disabil, 48(4), 433-45. | Arnett AB, Pennington BF, Peterson RL, Willcutt EG, DeFries JC, Olson RK (2017). Explaining the sex difference in dyslexia. J Child Psychol Psychiatry, 58(6), 719-727. | Willcutt EG, Pennington BF (2000). Comorbidity of reading disability and attention-deficit/hyperactivity disorder: differences by gender and subtype. J Learn Disabil, 33(2), 179-91.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/35204003/ | https://pubmed.ncbi.nlm.nih.gov/15113820/ | https://pubmed.ncbi.nlm.nih.gov/24153403/ | https://pubmed.ncbi.nlm.nih.gov/28176347/ | https://pubmed.ncbi.nlm.nih.gov/15505947/"
    },
    {
      "section": "Is dyslexia more common in boys or girls?",
      "type": "table",
      "title": "Reading disability by sex in four epidemiological cohorts (lowest 15% of readers)",
      "row": "Christchurch (NZ)",
      "column": "Boys",
      "value": "20.6%",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Yang L, Li C, Li X et al. (2022). Prevalence of developmental dyslexia in primary school children: a systematic review and meta-analysis. Brain Sci, 12(2), 240. | Rutter M, Caspi A, Fergusson D et al. (2004). Sex differences in developmental reading disability: new findings from 4 epidemiological studies. JAMA, 291(16), 2007-12. | Quinn JM, Wagner RK (2015). Gender differences in reading impairment and in the identification of impaired readers: results from a large-scale study of at-risk readers. J Learn Disabil, 48(4), 433-45. | Arnett AB, Pennington BF, Peterson RL, Willcutt EG, DeFries JC, Olson RK (2017). Explaining the sex difference in dyslexia. J Child Psychol Psychiatry, 58(6), 719-727. | Willcutt EG, Pennington BF (2000). Comorbidity of reading disability and attention-deficit/hyperactivity disorder: differences by gender and subtype. J Learn Disabil, 33(2), 179-91.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/35204003/ | https://pubmed.ncbi.nlm.nih.gov/15113820/ | https://pubmed.ncbi.nlm.nih.gov/24153403/ | https://pubmed.ncbi.nlm.nih.gov/28176347/ | https://pubmed.ncbi.nlm.nih.gov/15505947/"
    },
    {
      "section": "Is dyslexia more common in boys or girls?",
      "type": "table",
      "title": "Reading disability by sex in four epidemiological cohorts (lowest 15% of readers)",
      "row": "Christchurch (NZ)",
      "column": "Girls",
      "value": "9.8%",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Yang L, Li C, Li X et al. (2022). Prevalence of developmental dyslexia in primary school children: a systematic review and meta-analysis. Brain Sci, 12(2), 240. | Rutter M, Caspi A, Fergusson D et al. (2004). Sex differences in developmental reading disability: new findings from 4 epidemiological studies. JAMA, 291(16), 2007-12. | Quinn JM, Wagner RK (2015). Gender differences in reading impairment and in the identification of impaired readers: results from a large-scale study of at-risk readers. J Learn Disabil, 48(4), 433-45. | Arnett AB, Pennington BF, Peterson RL, Willcutt EG, DeFries JC, Olson RK (2017). Explaining the sex difference in dyslexia. J Child Psychol Psychiatry, 58(6), 719-727. | Willcutt EG, Pennington BF (2000). Comorbidity of reading disability and attention-deficit/hyperactivity disorder: differences by gender and subtype. J Learn Disabil, 33(2), 179-91.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/35204003/ | https://pubmed.ncbi.nlm.nih.gov/15113820/ | https://pubmed.ncbi.nlm.nih.gov/24153403/ | https://pubmed.ncbi.nlm.nih.gov/28176347/ | https://pubmed.ncbi.nlm.nih.gov/15505947/"
    },
    {
      "section": "Is dyslexia more common in boys or girls?",
      "type": "table",
      "title": "Reading disability by sex in four epidemiological cohorts (lowest 15% of readers)",
      "row": "Christchurch (NZ)",
      "column": "Odds ratio",
      "value": "2.38",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Yang L, Li C, Li X et al. (2022). Prevalence of developmental dyslexia in primary school children: a systematic review and meta-analysis. Brain Sci, 12(2), 240. | Rutter M, Caspi A, Fergusson D et al. (2004). Sex differences in developmental reading disability: new findings from 4 epidemiological studies. JAMA, 291(16), 2007-12. | Quinn JM, Wagner RK (2015). Gender differences in reading impairment and in the identification of impaired readers: results from a large-scale study of at-risk readers. J Learn Disabil, 48(4), 433-45. | Arnett AB, Pennington BF, Peterson RL, Willcutt EG, DeFries JC, Olson RK (2017). Explaining the sex difference in dyslexia. J Child Psychol Psychiatry, 58(6), 719-727. | Willcutt EG, Pennington BF (2000). Comorbidity of reading disability and attention-deficit/hyperactivity disorder: differences by gender and subtype. J Learn Disabil, 33(2), 179-91.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/35204003/ | https://pubmed.ncbi.nlm.nih.gov/15113820/ | https://pubmed.ncbi.nlm.nih.gov/24153403/ | https://pubmed.ncbi.nlm.nih.gov/28176347/ | https://pubmed.ncbi.nlm.nih.gov/15505947/"
    },
    {
      "section": "Is dyslexia more common in boys or girls?",
      "type": "table",
      "title": "Reading disability by sex in four epidemiological cohorts (lowest 15% of readers)",
      "row": "ONS (UK)",
      "column": "Boys",
      "value": "17.6%",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Yang L, Li C, Li X et al. (2022). Prevalence of developmental dyslexia in primary school children: a systematic review and meta-analysis. Brain Sci, 12(2), 240. | Rutter M, Caspi A, Fergusson D et al. (2004). Sex differences in developmental reading disability: new findings from 4 epidemiological studies. JAMA, 291(16), 2007-12. | Quinn JM, Wagner RK (2015). Gender differences in reading impairment and in the identification of impaired readers: results from a large-scale study of at-risk readers. J Learn Disabil, 48(4), 433-45. | Arnett AB, Pennington BF, Peterson RL, Willcutt EG, DeFries JC, Olson RK (2017). Explaining the sex difference in dyslexia. J Child Psychol Psychiatry, 58(6), 719-727. | Willcutt EG, Pennington BF (2000). Comorbidity of reading disability and attention-deficit/hyperactivity disorder: differences by gender and subtype. J Learn Disabil, 33(2), 179-91.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/35204003/ | https://pubmed.ncbi.nlm.nih.gov/15113820/ | https://pubmed.ncbi.nlm.nih.gov/24153403/ | https://pubmed.ncbi.nlm.nih.gov/28176347/ | https://pubmed.ncbi.nlm.nih.gov/15505947/"
    },
    {
      "section": "Is dyslexia more common in boys or girls?",
      "type": "table",
      "title": "Reading disability by sex in four epidemiological cohorts (lowest 15% of readers)",
      "row": "ONS (UK)",
      "column": "Girls",
      "value": "13.0%",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Yang L, Li C, Li X et al. (2022). Prevalence of developmental dyslexia in primary school children: a systematic review and meta-analysis. Brain Sci, 12(2), 240. | Rutter M, Caspi A, Fergusson D et al. (2004). Sex differences in developmental reading disability: new findings from 4 epidemiological studies. JAMA, 291(16), 2007-12. | Quinn JM, Wagner RK (2015). Gender differences in reading impairment and in the identification of impaired readers: results from a large-scale study of at-risk readers. J Learn Disabil, 48(4), 433-45. | Arnett AB, Pennington BF, Peterson RL, Willcutt EG, DeFries JC, Olson RK (2017). Explaining the sex difference in dyslexia. J Child Psychol Psychiatry, 58(6), 719-727. | Willcutt EG, Pennington BF (2000). Comorbidity of reading disability and attention-deficit/hyperactivity disorder: differences by gender and subtype. J Learn Disabil, 33(2), 179-91.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/35204003/ | https://pubmed.ncbi.nlm.nih.gov/15113820/ | https://pubmed.ncbi.nlm.nih.gov/24153403/ | https://pubmed.ncbi.nlm.nih.gov/28176347/ | https://pubmed.ncbi.nlm.nih.gov/15505947/"
    },
    {
      "section": "Is dyslexia more common in boys or girls?",
      "type": "table",
      "title": "Reading disability by sex in four epidemiological cohorts (lowest 15% of readers)",
      "row": "ONS (UK)",
      "column": "Odds ratio",
      "value": "1.43",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Yang L, Li C, Li X et al. (2022). Prevalence of developmental dyslexia in primary school children: a systematic review and meta-analysis. Brain Sci, 12(2), 240. | Rutter M, Caspi A, Fergusson D et al. (2004). Sex differences in developmental reading disability: new findings from 4 epidemiological studies. JAMA, 291(16), 2007-12. | Quinn JM, Wagner RK (2015). Gender differences in reading impairment and in the identification of impaired readers: results from a large-scale study of at-risk readers. J Learn Disabil, 48(4), 433-45. | Arnett AB, Pennington BF, Peterson RL, Willcutt EG, DeFries JC, Olson RK (2017). Explaining the sex difference in dyslexia. J Child Psychol Psychiatry, 58(6), 719-727. | Willcutt EG, Pennington BF (2000). Comorbidity of reading disability and attention-deficit/hyperactivity disorder: differences by gender and subtype. J Learn Disabil, 33(2), 179-91.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/35204003/ | https://pubmed.ncbi.nlm.nih.gov/15113820/ | https://pubmed.ncbi.nlm.nih.gov/24153403/ | https://pubmed.ncbi.nlm.nih.gov/28176347/ | https://pubmed.ncbi.nlm.nih.gov/15505947/"
    },
    {
      "section": "Is dyslexia more common in boys or girls?",
      "type": "table",
      "title": "Reading disability by sex in four epidemiological cohorts (lowest 15% of readers)",
      "row": "E-Risk (UK)",
      "column": "Boys",
      "value": "18.0%",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Yang L, Li C, Li X et al. (2022). Prevalence of developmental dyslexia in primary school children: a systematic review and meta-analysis. Brain Sci, 12(2), 240. | Rutter M, Caspi A, Fergusson D et al. (2004). Sex differences in developmental reading disability: new findings from 4 epidemiological studies. JAMA, 291(16), 2007-12. | Quinn JM, Wagner RK (2015). Gender differences in reading impairment and in the identification of impaired readers: results from a large-scale study of at-risk readers. J Learn Disabil, 48(4), 433-45. | Arnett AB, Pennington BF, Peterson RL, Willcutt EG, DeFries JC, Olson RK (2017). Explaining the sex difference in dyslexia. J Child Psychol Psychiatry, 58(6), 719-727. | Willcutt EG, Pennington BF (2000). Comorbidity of reading disability and attention-deficit/hyperactivity disorder: differences by gender and subtype. J Learn Disabil, 33(2), 179-91.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/35204003/ | https://pubmed.ncbi.nlm.nih.gov/15113820/ | https://pubmed.ncbi.nlm.nih.gov/24153403/ | https://pubmed.ncbi.nlm.nih.gov/28176347/ | https://pubmed.ncbi.nlm.nih.gov/15505947/"
    },
    {
      "section": "Is dyslexia more common in boys or girls?",
      "type": "table",
      "title": "Reading disability by sex in four epidemiological cohorts (lowest 15% of readers)",
      "row": "E-Risk (UK)",
      "column": "Girls",
      "value": "13.0%",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Yang L, Li C, Li X et al. (2022). Prevalence of developmental dyslexia in primary school children: a systematic review and meta-analysis. Brain Sci, 12(2), 240. | Rutter M, Caspi A, Fergusson D et al. (2004). Sex differences in developmental reading disability: new findings from 4 epidemiological studies. JAMA, 291(16), 2007-12. | Quinn JM, Wagner RK (2015). Gender differences in reading impairment and in the identification of impaired readers: results from a large-scale study of at-risk readers. J Learn Disabil, 48(4), 433-45. | Arnett AB, Pennington BF, Peterson RL, Willcutt EG, DeFries JC, Olson RK (2017). Explaining the sex difference in dyslexia. J Child Psychol Psychiatry, 58(6), 719-727. | Willcutt EG, Pennington BF (2000). Comorbidity of reading disability and attention-deficit/hyperactivity disorder: differences by gender and subtype. J Learn Disabil, 33(2), 179-91.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/35204003/ | https://pubmed.ncbi.nlm.nih.gov/15113820/ | https://pubmed.ncbi.nlm.nih.gov/24153403/ | https://pubmed.ncbi.nlm.nih.gov/28176347/ | https://pubmed.ncbi.nlm.nih.gov/15505947/"
    },
    {
      "section": "Is dyslexia more common in boys or girls?",
      "type": "table",
      "title": "Reading disability by sex in four epidemiological cohorts (lowest 15% of readers)",
      "row": "E-Risk (UK)",
      "column": "Odds ratio",
      "value": "1.39",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Yang L, Li C, Li X et al. (2022). Prevalence of developmental dyslexia in primary school children: a systematic review and meta-analysis. Brain Sci, 12(2), 240. | Rutter M, Caspi A, Fergusson D et al. (2004). Sex differences in developmental reading disability: new findings from 4 epidemiological studies. JAMA, 291(16), 2007-12. | Quinn JM, Wagner RK (2015). Gender differences in reading impairment and in the identification of impaired readers: results from a large-scale study of at-risk readers. J Learn Disabil, 48(4), 433-45. | Arnett AB, Pennington BF, Peterson RL, Willcutt EG, DeFries JC, Olson RK (2017). Explaining the sex difference in dyslexia. J Child Psychol Psychiatry, 58(6), 719-727. | Willcutt EG, Pennington BF (2000). Comorbidity of reading disability and attention-deficit/hyperactivity disorder: differences by gender and subtype. J Learn Disabil, 33(2), 179-91.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/35204003/ | https://pubmed.ncbi.nlm.nih.gov/15113820/ | https://pubmed.ncbi.nlm.nih.gov/24153403/ | https://pubmed.ncbi.nlm.nih.gov/28176347/ | https://pubmed.ncbi.nlm.nih.gov/15505947/"
    },
    {
      "section": "Dyslexia across languages",
      "type": "chart",
      "title": "Familiar words read correctly at the end of the first school year",
      "row": "Most European languages (e.g. Finnish, German, Spanish)",
      "column": "Words read correctly",
      "value": ">95%",
      "numeric_value": 95,
      "note": "13 European orthographies",
      "data_year": null,
      "source": "Seymour PHK (2005). Early reading development in European orthographies. In Snowling MJ, Hulme C (eds.), The Science of Reading: A Handbook, 296-315. Blackwell.",
      "source_url": "https://sites.pitt.edu/~perfetti/PDF/Seymour.pdf"
    },
    {
      "section": "Dyslexia across languages",
      "type": "chart",
      "title": "Familiar words read correctly at the end of the first school year",
      "row": "Portuguese, French, Danish",
      "column": "Words read correctly",
      "value": "≈75%",
      "numeric_value": 75,
      "note": "same study",
      "data_year": null,
      "source": "Seymour PHK (2005). Early reading development in European orthographies. In Snowling MJ, Hulme C (eds.), The Science of Reading: A Handbook, 296-315. Blackwell.",
      "source_url": "https://sites.pitt.edu/~perfetti/PDF/Seymour.pdf"
    },
    {
      "section": "Dyslexia across languages",
      "type": "chart",
      "title": "Familiar words read correctly at the end of the first school year",
      "row": "English, first year",
      "column": "Words read correctly",
      "value": "34%",
      "numeric_value": 34,
      "note": "same study",
      "data_year": null,
      "source": "Seymour PHK (2005). Early reading development in European orthographies. In Snowling MJ, Hulme C (eds.), The Science of Reading: A Handbook, 296-315. Blackwell.",
      "source_url": "https://sites.pitt.edu/~perfetti/PDF/Seymour.pdf"
    },
    {
      "section": "Family history and heritability",
      "type": "chart",
      "title": "Children who went on to have dyslexia, with and without a family history",
      "row": "Parent or sibling with dyslexia",
      "column": "Share with dyslexia",
      "value": "45%",
      "numeric_value": 45,
      "note": "21 samples, meta-analysis 2016",
      "data_year": null,
      "source": "Snowling MJ, Melby-Lervåg M (2016). Oral language deficits in familial dyslexia: a meta-analysis and review. Psychol Bull, 142(5), 498-545.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/26727308/"
    },
    {
      "section": "Family history and heritability",
      "type": "chart",
      "title": "Children who went on to have dyslexia, with and without a family history",
      "row": "No family history",
      "column": "Share with dyslexia",
      "value": "11.6%",
      "numeric_value": 11.6,
      "note": "control groups, same meta-analysis",
      "data_year": null,
      "source": "Snowling MJ, Melby-Lervåg M (2016). Oral language deficits in familial dyslexia: a meta-analysis and review. Psychol Bull, 142(5), 498-545.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/26727308/"
    },
    {
      "section": "Effect of reading interventions",
      "type": "chart",
      "title": "Average effect of reading interventions in four meta-analyses",
      "row": "Kindergarten–grade 3, small groups",
      "column": "Effect size",
      "value": "0.54",
      "numeric_value": 0.54,
      "note": "72 studies, standardised foundational skills, 2016",
      "data_year": null,
      "source": "Wanzek J, Vaughn S, Scammacca N et al. (2016). Meta-analyses of the effects of tier 2 type reading interventions in grades K-3. Educ Psychol Rev, 28(3), 551-576.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/27594774/"
    },
    {
      "section": "Effect of reading interventions",
      "type": "chart",
      "title": "Average effect of reading interventions in four meta-analyses",
      "row": "Grades K–5, with or at risk for dyslexia",
      "column": "Effect size",
      "value": "0.33",
      "numeric_value": 0.33,
      "note": "53 studies, standardised reading, 2023",
      "data_year": null,
      "source": "Hall C, Dahl-Leonard K, Cho E et al. (2023). Forty years of reading intervention research for elementary students with or at risk for dyslexia: a systematic review and meta-analysis. Read Res Q, 58(2), 285-312.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/42609867/"
    },
    {
      "section": "Effect of reading interventions",
      "type": "chart",
      "title": "Average effect of reading interventions in four meta-analyses",
      "row": "Phonics, randomised trials",
      "column": "Effect size",
      "value": "0.32",
      "numeric_value": 0.32,
      "note": "22 RCTs, reading, 2014",
      "data_year": null,
      "source": "Galuschka K, Ise E, Krick K, Schulte-Körne G (2014). Effectiveness of treatment approaches for children and adolescents with reading disabilities: a meta-analysis of randomized controlled trials. PLoS One, 9(2), e89900.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/24587110/"
    },
    {
      "section": "Effect of reading interventions",
      "type": "chart",
      "title": "Average effect of reading interventions in four meta-analyses",
      "row": "Grades 4–12, struggling readers",
      "column": "Effect size",
      "value": "0.21",
      "numeric_value": 0.21,
      "note": "standardised measures, 2015",
      "data_year": null,
      "source": "Scammacca NK, Roberts G, Vaughn S, Stuebing KK (2015). A meta-analysis of interventions for struggling readers in grades 4-12: 1980-2011. J Learn Disabil, 48(4), 369-90.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/24092916/"
    }
  ]
}