Article A Critical Analysis of Dyslexia Legislation in Three States Jo Worthy 1 , Doris Villarreal 1 , Vickie Godfrey 1 , Sam DeJulio 1 , Angela Stefanski 2 , Amy Leitze 2 , and Jennifer Cooper 2 Abstract After a multitude of studies across more than a century, researchers have failed to consistently identify characteristics or patterns that distinguish dyslexia from other decoding challenges. Many researchers and educators argue the construct is too vague and contradictory to be useful for educators. Nevertheless, attention to dyslexia in policy and practice has increased at a rapid rate; 37 states now have dyslexia laws, and national legislation was passed in 2016. Employing Bakhtin’s concept of authoritative discourse (AD) as a theoretical lens, we examined the emergence and current state of dyslexia legislation and policy in Texas, Indiana, and Florida, three states that repre- sent various histories of legislation and stages of policy implementation. Our analysis found similarities among the states’ legislation, particularly regarding how the policies emerged and the AD embedded within them. The International Dyslexia Society’s recommendations for a specific intervention approach that is “multisensory, sys- tematic, and structured” appear in each state’s laws. This approach is not well sup- ported by research, but it is officially sanctioned through legislation in many states and has had a profound effect on policy and practice. By not engaging in the discourse or using the word “dyslexia,” literacy researchers and educators place themselves out- side of a closed discourse circle that influences policy and practice and deeply affects students. We encourage active participation in the conversation and in policy 1 University of Texas, Austin, Austin, TX, USA 2 Ball State University, Muncie, IN, USA Corresponding Author: Jo Worthy, University of Texas, Austin, 1912 Speedway Stop D5700, Austin, TX 78712, USA. Email: worthy@mail.utexas.edu Literacy Research: Theory, Method, and Practice Vol. XX, 1-16 ª The Author(s) 2017 Reprints and permission: sagepub.com/journalsPermissions.nav DOI: 10.1177/2381336917718501 journals.sagepub.com/home/lrx