Literacy is a basic human right for all children and individuals around our world.

At the UCLA School of Education and Information Studies, we believe that the translation of research in cognitive neuroscience into practice provides a critical dimension to the education of all children, the preparation and professional development of teachers, and the creation an implementation of informed educational policy. Our research on the neurodiversity of learners, particularly in the area of dyslexia, contributes to an understanding of all learners.

By recognizing that all students have the potential for valuable contributions to our society, we aim to develop the cognitive, linguistic, and socio-emotional capacities of every child. In so doing, our work contributes to a pipeline for much-needed diversity of abilities in our workforce, which will, in turn, strengthen both the creativity and competitiveness of our corporate sector.

Core Aims of the Center for Dyslexia, Diverse Learners, and Social Justice:

The Center’s aim is to provide local, state, national and global leadership in this field, leveraging groundbreaking advances in cognitive and neurosciences, linguistics, and education to inform and transform K-12 teaching and learning.


Towards these aims, we are developing an interdisciplinary network of neuroscientists, educators, psychologists, technology experts, pediatricians, librarians, literacy advocates, and other allied citizens who can apply their collective expertise to propelling full literacy both in schools in California as a model for the country and in schools and regions around the world where access to literacy is difficult or nonexistent.


All of the Center’s efforts will be grounded in theoretical knowledge – particularly on the development of the reading brain circuit, its developemnt, and its challenges both in dyslexia and in inadequate support environments (from schools to neighborhoods and families.)


To ensure that every child can become functionally literate in California, we will be working in collaboration with UC and CSU schools of education on pre-service and professional development. We will be working with local, county, state, and federal organizations on guidelines for the teaching of reading and for understanding the varied needs of neurodiverse learners, particularly children with dyslexia. Emphases on early screening and early differential intervention for children with varied reading challenges will be implemented through these university collaboratives and through local and state initiatives.