Abstract
Neurobiology helps us understand the processes that drive neurological processes including dyslexia. This article outlines the neurobiology underpinning typical reading skills and those seen in dyslexia, which is characterized by problems with accurate or fluent word recognition, poor decoding, and poor spelling abilities. There are exciting new developments in the neurobiological changes resulting from educational interventions for dyslexia, though more research is needed in this regard. This article also outlines the clinical features of dyslexia across the developmental span, and provides guidance to clinicians about referral to community resources and advocacy for families to seek educational interventions. Screening and diagnostic tools are described, as are interventions for remediation and accommodations for dyslexia across the educational span.