In this introduction to dyslexia, former educator and associate professor Grogan aims to illustrate the myriad strengths children and adults with dyslexia possess. After interviewing and assessing eighty-eight people with dyslexia, this book uses person-centered case studies to advocate for a strengths-based approach to intervention. Grogan dispels myths about dyslexia, such as the idea that it is a visual learning disorder, and instead makes the convincing case that dyslexia is primarily a deficit of phonological processing. She further cites the National Assessment of Education Program’s (NAEP) 2019 survey, which reveals that less than half of fourth-grade readers were found proficient and that approximately twenty percent of readers have dyslexia. She also documents neurobiological research findings, indicating that for people with dyslexia, linguistic areas of the brain, such as Broca’s area, Wernicke’s region, and areas of the occipital-temporal region, are often under-activated with reading activity.

Presenting qualitative research from her sample across the lifespan, this readable collection of case studies offers parents and educators an overview of dyslexia and how the approaches of schools to reading have changed with parent advocacy and research. The book also encourages educators to include found strengths into the curriculum, such as integrating arts and science into reading instruction. Although the sample is somewhat small—focusing upon individuals in Arkansas and university students—the culmination provides a snapshot of dyslexia and leads readers to hope for a follow-up on intervention. In her highly informative work, Grogan offers readers a thought-provoking and insightful glimpse into an often misunderstood condition that frequently slips under the radar despite the fact that it affects such a wide range of people.

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