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In this episode, Iván sits down with Dr. Karina Quezada to unpack what dyslexia is and what it isn’t. They walk through how the brain learns to read, the early signs families and educators can watch for, and why early, explicit instruction matters so much. Dr. Quezada explains California’s new dyslexia-related laws, the difference between screening and full evaluation, and how the “science of reading” is reshaping classroom practice. The conversation closes with concrete guidance for parents, educators, and a powerful reminder that literacy is a civil right, not just a school task.

Highlights

• Dr. Quezada shares her journey from bilingual paraprofessional and interpreter to licensed educational psychologist, sparked by early exposure to school psychology work.
• Dyslexia is defined as a neurological reading disorder present from birth, characterized by difficulties in decoding, fluency, and phonological processing—not laziness or lack of effort.
• The episode explains how reading recruits multiple interconnected brain regions and why humans are not naturally hard-wired for reading the way we are for oral language.
• Listeners learn about the three main profiles of dyslexia: dysphonetic (phonics/decoding), orthographic (rate & automaticity), and mixed dyslexia.
• Dr. Quezada addresses common co-occurring conditions and “look-alikes,” including inattentive ADHD, trauma, health issues, interrupted schooling, and second-language acquisition.
• California policy shifts are highlighted, including teacher-prep and in-service training on the science of reading, and new K–2 dyslexia risk screeners required in elementary schools.
• The role of technology (text-to-speech, speech-to-text) is framed as supportive access tools, not replacements for teaching children to read.

Takeaways

• Early matters. When children receive ~80 hours of targeted, evidence-based reading instruction, brain imaging shows that reading pathways can be rewired and strengthened.
• Not every struggling reader has dyslexia. Systematic screening and diagnostic teaching help identify whether the issue is phonics, fluency, comprehension, language, attention, or something else.
• Core instruction is key. We can’t “intervention our way out” of weak Tier 1. Instruction must be explicit, systematic, and cumulative, covering phonemic awareness, phonics, fluency, vocabulary, and comprehension.
• Dyslexia belongs in schools. It is explicitly named under “Specific Learning Disability” in IDEA; school psychologists and teams can assess and talk about dyslexia.
• Families have power. Reading, talking, and singing with children in any language, limiting screen time, and building strong communication with teachers all significantly support reading development.
• Multilingual homes are an asset. Parents should feel encouraged to read and converse in their home language—those vocabulary and concept foundations transfer to English.
• Literacy is a civil right. Being able to read opens access to civic participation, employment, and community life, making effective reading instruction a justice issue, not just an academic one.

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