Children are biologically predisposed to develop language, but learning to read requires years of instruction on the associations and conventions inherent to culturally specific writing systems. This does not come easily to all students. Dyslexia is a specific type of reading disability that impacts millions of learners in the K-12 school system. This article reviews contemporary neuroscience research about dyslexia and reading in the English language and how school psychologists can apply findings to their assessment, consultation, and intervention practices.