Here we build from the central strength of the existing definition of dyslexia—its emphasis on neurobiological origins—and proffer a set of seven core principles for a new, more comprehensive conceptualization of dyslexia. These principles derive from two major research directions: (1) the still evolving history of attempts to explain dyslexia, including in varied writing systems; and (2) the study of the reading brain circuit, its development, and its genetic and environmental influences. What emerges from connecting these two directions is a dynamic conceptualization of dyslexia that incorporates the extensive research on the heterogeneity of dyslexia and the interdependent contributions of multiple biological and socio-cultural risk and preventive factors. A new definition of dyslexia, therefore, needs to transcend both past unitary characterizations and past assumptions based largely on the English orthography. Such a conceptualization references the ways that different languages interact with the reading brain circuit to produce different sources of reading failure. Similarly, the characteristics and consequences of dyslexia that have been considered as secondary sequela (e.g., reduced reading comprehension, social-emotional issues) should be part of a more comprehensive narrative. Of critical importance, any definition of dyslexia should clarify persisting misconceptions that associate dyslexia with a lack of intelligence, potential to learn, or talents. Thus, the overall purpose of such a definition should serve as an instrument of knowledge and an enduring reason for pursuing growth in reading for the individual, the educator, and the public.

在这里，我们从现有阅读障碍定义的核心优势（强调神经生物学起源）出发，提出了一套七个核心原则，以对阅读障碍进行新的、更全面的概念化。这些原则源自两个主要研究方向：（1）试图解释阅读障碍的历史仍在不断发展，包括在不同的书写系统中；(2) 研究阅读脑回路、其发育及其遗传和环境影响。将这两个方向联系起来是对阅读障碍的动态概念化，其中结合了对阅读障碍异质性的广泛研究以及多种生物和社会文化风险和预防因素的相互依存的贡献。因此，阅读障碍的新定义需要超越过去的单一特征和主要基于英语拼写的假设。这种概念化参考了不同语言与阅读大脑回路相互作用的方式，从而产生不同的阅读失败原因。同样，被认为是次要后遗症的阅读障碍的特征和后果（例如，阅读理解能力下降、社会情感问题）应该成为更全面叙述的一部分。至关重要的是，阅读障碍的任何定义都应该澄清持续存在的误解，这些误解将阅读障碍与缺乏智力、学习潜力或才能联系起来。因此，这样一个定义的总体目的应该作为知识的工具和追求个人、教育者和公众阅读增长的持久理由。