Dyslexia is a congenital disorder characterized by unexpected difficulties in learning to read and spell in relation to one's verbal intelligence, motivation, and educational opportunities (Aylward et al., 2003; Morgan, 1896). Because dyslexia can affect 1.5-5% of the population (Aylward et al., 2003; Vellutino et al., 1996), understanding how to identify and instruct students with dyslexia is vital. Unfortunately, many of the articles and studies on this disorder are published in journals teachers rarely read. The purpose of this article is to provide a concise description of dyslexia and recent brain-based research that supports specific instructional implications. (Contains 2 tables and 2 figures.)