Whereas dyslexia is— (1) defined as an unexpected difficulty in reading for an individual who has the intelligence to be a much better reader; and (2) most commonly caused by a difficulty in phonological processing (the appreciation of the individual sounds of spoken language), which affects the ability of an individual to speak, read, and spell; Whereas the First Step Act of 2018 ( Public Law 115–391 ; 132 Stat. 5194) included a definition of dyslexia as part of the requirement of the Act to screen inmates for dyslexia upon intake in Federal prisons; Whereas the definition of dyslexia in section 3635 of title 18, United States Code, as added by section 101(a) of the First Step Act of 2018 ( Public Law 115–391 ; 132 Stat. 5195), is the first and only definition of dyslexia in a Federal statute; Whereas dyslexia is the most common learning disability and affects 80 to 90 percent of all individuals with a learning disability; Whereas dyslexia is persistent and highly prevalent, affecting as many as 1 out of every 5 individuals; Whereas dyslexia is a paradox, in that an individual with dyslexia may have both— (1) weaknesses in decoding that result in difficulties in accurate or fluent word recognition; and (2) strengths in higher level cognitive functions, such as reasoning, critical thinking, concept formation, and problem solving; Whereas great progress has been made in understanding dyslexia on a scientific level, including the epidemiology and cognitive and neurobiological bases of dyslexia; Whereas the achievement gap between typical readers and dyslexic readers occurs as early as first grade; Whereas early screening for, and early diagnosis of, dyslexia are critical for ensuring that individuals with dyslexia receive focused, evidence-based intervention that leads to fluent reading, the promotion of self-awareness and self-empowerment, and the provision of necessary accommodations that ensure success in school and in life