Developmental dyslexia can bring about serious educational consequences, which leave their imprint on the broadly perceived well-being - comprising social, emotional and also economic aspects - of an individual, during school years and later on in adulthood. Thorough understanding of this cognitive disorder constitutes a prerequisite for undertaking any action aimed at reducing the impact that dyslexia can exert on one’s functioning in the school environment, which too often reduces future choices with regard to a professional career. To prevent such consequences through creating a dyslexia-friendly approach, fair attention and effort of all the stakeholders involved in the process of upbringing on different levels - home, school, government - seems a must.

However, understanding dyslexia is an extremely difficult task in itself, especially in light of the complex, and, in many aspects, conflicting outcome of a massive research, conducted in an attempt to delineate the mechanisms underlying specific reading disorders. As such, the study of dyslexia is very much interdisciplinary in nature; it invites expertise and appreciates knowledge in such scientific disciplines as neurobiology, genetics, cognitive psychology, linguistics and pedagogy. Searching these fields for converging pathways, hopefully allowing the creation of a more complete picture of the phenomenon in question, is constantly in the course of action, with new bits and pieces added regularly. For instance, the advances in technology greatly enhance the grasp of dyslexia; in particular, the use of non-invasive brain imaging techniques for the examination of regularities and abnormalities in the brain structure and functioning is of significant help in understanding the disorder. This neurobiological insight into the mechanisms of dyslexia uncovers new details and facts, which could not have been unveiled previously.