The Department of Education Policy & Leadership
G. Reid Lyon, Ph.D.
Distinguished Professor
Dr. G. Reid Lyon is a distinguished professor of education policy and leadership. He holds a joint appointment in the School of Brain and Behavior Sciences at the University of Texas-Dallas where he is a distinguished scientist at the Center for Brain Health. From 1992 until 2005 Dr. Lyon served as a research psychologist and the Chief of the Child Development and Behavior Branch within the National Institute of Child Health and Human Development (NICHD) at the National Institutes of Health (NIH). He was responsible for the direction, development and management of research programs in developmental and cognitive neuroscience, developmental psychology, behavioral pediatrics, reading development and disabilities, learning disabilities, early childhood development, and school readiness.
While at the National Institute of Health, Dr. Lyon worked closely with the White House, the U.S. Department of Education, and Congress on the development of evidence-based education policy. From 2001 until 2005, he served as an advisor on education research and policies to President George W. Bush and First Lady Laura Bush in addition to directing his programs at the NIH. Dr. Lyon has testified numerous times before U.S. Senate and House committees, addressing issues related to the role of neuroscience in education, the need for scientific research to guide educational practices and policies, evidence-based teacher education, early childhood development, learning disabilities, reading development and reading disorders, the re-authorization of Head Start, and the re-authorization of the Individuals with Disabilities Education Act (IDEA). In 2006, Dr. Lyon was named one of the ten most influential people in American education during the last decade by the Editorial Projects in Education Research Center (Education Week) for his work in ensuring that scientific research occupies a central role in educational practices and policy.
Dr. Lyon received his Ph.D. from the University of New Mexico in 1978 with a dual concentration in psychology (developmental neuropsychology) and Special Education (Learning Disorders and Disabilities) ( 5-year program). He has served on the faculties of the University of Alabama - Birmingham (Special Education and Educational Psychology), Northwestern University (Communication Science and Disorders; neuropsychology laboratory) and the University of Vermont School Of Medicine (Neurology). He has authored, co-authored and edited more than 130 peer-reviewed journal articles, books, and book chapters on developmental neuroscience, learning differences and disabilities, reading and reading difficulties, and educational policy. He has served as a third-grade classroom teacher and a special educator in the public schools.
Selected Presentations & Addresses
Presentation to the University of Texas-Dallas Program on Educational Technology: Title: Linking Formative Assessment to Instruction: Scientific Evidence, March 5, 2009.
Keynote Address: Dyslexia, Leadership, and SMU. The Baker Foundation, Dallas, Texas, March 6, 2009.
Distinguished Address for the Plain Talk About Reading Conference, Chicago, IL. "Reading First, Politics, and the Future of Evidence-Based Education." March 24, 2009.
Selected Publications (from a total of 132)
Fletcher, J.M., Lyon, G.R., Fuchs, L., & Barnes, M. (2007). Learning disabilities: From identification to intervention. New York: Guilford Press.
Blaunstein, P, & Lyon, G.R. (2006). Why kids can’t read: Challenging the status quo in education. Boston: Rowan & Littlefield.
Krasnegor, N.A., Lyon, G.R., Goldman-Rakic, P. (1997). Development of the pre-frontal cortex: Evolution, neurobiology, and behavior. Baltimore: Paul H. Brookes.
Thatcher, R.W., Lyon, G.R., Rumsey, J., & Krasnegor, N.A.) (1996).Developmental neuroimaging: Mapping the development of brain and behavior. New York: Academic Press.
Lyon, G.R. & Krasnegor, N.A. (l996). Attention, Memory and Executive Function.Baltimore: Paul H. Brookes.
Lyon, G.R. & Rumsey, J. (l996). Neuroimaging: A Window to the Neurological Foundations of Learning and Behavior in Children. Baltimore: Paul H. Brookes.
Lyon, G.R. (Ed.) (l994). Frames of reference for the assessment of learning disabilities: New views on measurement issues. Baltimore: Paul H. Brookes Publishing Company.
Lyon, G.R., Gray, D.B., Krasnegor, N.A., & Kavanagh, J.F. (Eds.) (l993). Better understanding learning disabilities: New views from research and their implications for education and public policies. Baltimore: Paul H. Brookes Publishing Company.
Selected Refereed Journal Articles
Lyon, G.R. (in press). Perceptions and realities in the preparation of reading educators.Journal of Learning Disabilities.
Fletcher, J.M. & Lyon, G.R. (2008). Dyslexia: Why precise definitions are important.Perspectives on Language and Literacy, 34, 27-34.
Shaywitz, B.A., Lyon, G.R., & Shaywitz, S.E. (2006). The role of functional magnetic resonance imaging in understanding reading and dyslexia. Developmental Neuropsychology, 30, 613-632.
Lyon, G.R. (2005). Why scientific evidence must guide educational policy and instructional practices in learning disabilities. Learning Disabilities Quarterly, 28 (2), 140-145.
Francis, D.J., Fletcher, J.M., Stuebing, K.K., Lyon, G.R., Shaywitz, B.A., & Shaywitz, S.E. (2005). Psychometric approaches to the identification of learning disabilities: IQ and achievement scores are not sufficient. Journal of Learning Disabilities, 38, 98-108.
Fletcher, J.M., Francis, D.J., Morris, R.D., & Lyon, G.R. (2005). Evidence-based assessment of learning disabilities in children and adolescents. Journal of Clinical Child and Adolescent Psychology, 34, 506-522.
Shaywitz, B.A., Shaywitz, S.E., Blachman, B., Pugh, K.R., Fulbright, R.K., Skudlarski, P., Mencel, W.E., Constable, R.T., Holahan, J.M., Marchione, K.E., Fletcher, J.M., Lyon, G.R., Gore, J.C. (2004). Development of left occipito-termporal systems for skilled reading following phonologically-based reading intervention in children. Biological Psychiatry, 55, 926-933.
Lyon, G.R. & Chhabra, V. (2004). The science of reading research. Educational Leadership, 61, 12-17.
Lyon, G.R., Fletcher, J.M., Torgesen, J.K., Shaywitz, S.E., & Chhabra, V. (2004). Preventing and remediating reading failure. Educational Leadership, 6, 86-87.
Lyon, G.R., Shaywitz, S.E., & Shaywitz, B.A. (2003). A definition of dyslexia. Annals of Dyslexia, 53, 1-15.
Shaywitz, S.E., Shaywitz, B.A., Fulbright, R., Skudlarski, P., Mencl, E., Constable, R.T., Pugh, K., Holahan, J. Marchione, K., Fletcher, J.M., Lyon, G.R., & Gore, J.C. (2003). Neural Systems for compensation and persistence: Young adult outcome of childhood reading disability. Biological Psychiatry, 54, 25-33.
Shaywitz, B.A., Shaywitz, S.E., Pugh, K.R., Mencel, E., Fulbright, R., Skudlarski, P., Constable, T., Marcxhione, K., Fletcher, J.M., Lyon, G.R., & Gore, J. (2002). Disruption of posterior brain systems for reading in children with developmental dyslexia. Biological Psychiatry, 52, 101-110.
Steubing, K., Fletcher, J.M., LeDoux, J.M., Lyon, G.R., Shaywitz, S.E., & Shaywitz, B.A.(2002). Validity of IQ-discrepancy classifications of reading disabilities: A meta-analysis. American Educational Research Journal, 39, 469-518.
Sternberg, R.J., & Lyon, G.R. (2002). Making a difference to education: Will psychology pass up the chance? Monitor on Psychology, 33, 76-78.
Lyon, G.R. (2002). Reading development, reading difficulties, and reading instruction: Educational and public health issues. Journal of School Psychology, 40, 3-6.
Lyon, G.R. & Fletcher, J.M. (2001). The Diagnosis and management of learning disabilities. Annales Nestle 59, 112-120.
Shaywitz, B.A., Shaywitz, S.E., Pugh, K.R., Fullbright, R.K., Mencl, W.E., Constable, R.T., Skudlarski, P., Fletcher, J.M., Lyon, G.R., Gore, J.C. (2001). The neurobiology of dyslexia. Clinical Neuroscience Research, 1, 291-299.
Vellutino, F.R., Scanlon, D.M., & Lyon, G.R. (2000). IQ scores do not differentiate between difficult to remediate and readily remediated poor readers: More evidence against the IQachievement discrepancy definition of reading disability. Journal of Learning Disabilities, 33,223-238.
Lyon, G.R. (1999). In celebration of science in the study of reading development, reading difficulties, and reading instruction: The NICHD perspective. Issues in Education: Contributions from Educational Psychology, 5, 85-115.
Morris, R.D., Steubing, K., Fletcher, S., Lyon, G.R., et al. (1998). Subtypes of reading disability: Variability around a phonological core. Journal of Educational Psychology, 90, 347-373.
Fletcher, J.M., Francis, D.J., Shaywitz, S.E., Lyon, G.R., Foorman, B.R., Stuebing, K.K., & Shaywitz, B.A. (1998). Intelligent testing and the discrepancy model for children with learning disabilities. Learning Disabilities Research and Practice, 13, 186-203.
Lyon, G.R. (1998). Why reading is not a natural process. Educational Leadership, March, 14-18.
Lyon, G.R., & Moats, L.C. (1997). Critical conceptual and methodological considerations in reading intervention research. Journal of Learning Disabilities, 30, 578-588.
Moats, L.C., & Lyon, G.R. (1996). Wanted: Teachers with Knowledge of Language. Topics in Language Disorders, 16, 73-86.
Lyon, G.R. & Chhabra, V. (l996). The current state of science and the future of specific reading disability. Mental Retardation and Developmental Disabilities Research Reviews, 2, 2-9.
Lyon, G.R. (1995a). Toward a definition of dyslexia. Annals of Dyslexia, 45, 3-27.
Lyon, G.R. (l995b). Learning disabilities: Past, present, and future perspectives. The Future of Children, 6, 24-46.
Lyon, G.R. (l995c). Research initiatives in learning disabilities contributions from scientists supported by the National Institute of Child Health and Human Development. Journal of Child Neurology, 10, 120-127.
Lyon, G.R. & Kavanagh, J.F. (l995). The relationship between disorders of attention and the development and disorders of language. Topics in Language Disorders, 15, 4-7.
Morris, R., Lyon, G.R., Alexander, D., Gray, D.B., & Kavanagh, J. (l994). Proposed guidelines and criteria for the description of samples of learning disabled persons. Journal of Clinical and Experimental Neuropsychology, 12, 107-111.
Moats, L. & Lyon, G.R. (l993). Learning disabilities in the United States: Advocacy, science, and the future of the field. Journal of Learning Disabilities, 26, 282-294.
Lyon, G.R. & Gray, D.B. (l992). NICHD Learning Disability Research Centers. Learning Disabilities: A Multidisciplinary Journal, 4, 3-4.
Lyon, G.R. (l989). IQ is irrelevant to the definition of Learning Disabilities: A position in search of logic and data. Journal of Learning Disabilities, 22, 504-512.
Lyon, G. R., Vaassen, M., & Toomey, F. (l989). Teacher perceptions of their undergraduate and graduate training. Teacher Education and Special Education, 12, 164-169.
Lyon, G.R. & Moats, L. (l988). Critical issues in the instruction of the learning disabled. Journal of Consulting and Clinical Psychology, 56, 830-835.
Lyon, G.R. (l988). The concept of severe discrepancy in the diagnosis of learning disabilities: Theoretical, developmental, psychometric, and educational implications. Learning Research, 3, 1, 9-11.
Thousand, J., & Lyon, G.R. (l988). Addressing individual differences in the classroom: Are we up to the job? Teacher Education and Special Education, 3, 1, 22-29.
Lyon, G.R. (l985). Identification and remediation of learning disability subtypes. Learning Disability Focus, 1, 32-51.
Bailet, L. & Lyon, G.R. (l985). Deficient rule application in a learning disabled speller: A case study. Journal of Learning Disabilities, 18, 162-165.
Lyon, G. R. (l985). Neuropsychology and learning disabilities. Neurology and Neurosurgery, 5, 1-8.
Lyon, G.R. & Podhajski, B. (l985). Diagnosis and remediation of learning disabilities. Neurology and Neurosurgery, 5, 1-12.
Lyon G. R. & Toomey, F. (l985). Neurological, neuropsychological, and cognitive developmental approaches to learning disabilities. Topics in Learning disabilities, 1, 1-10.
Lyon, G.R. (l985). Attention deficit disorders in children. Topics in Learning Disabilities, 3-10.
Lyon, G.R., Stewart, N., & Freedman, D. (l982). Neuropsychological characteristics of subgroups of learning disabled readers. Journal of Clinical and Experimental Neuropsychology, 4, 343-365.
Pasternack, R. & Lyon, G.R. (l982). Clinical and empirical identification of learning disabled juvenile delinquents. Journal of Correctional Education, Summer, 1-5.
Lyon, G. R. & Watson, B.L. (l981). Empirically derived subgroups of learning disabled readers: Diagnostic characteristics. Journal of Learning Disabilities, 14, 256-261.
Lyon, G.R. Rietta, S., Watson, B.L., Porch, B., & Rhodes, J. R. (l981). Selected linguistic and perceptual abilities of empirically derived subgroups of learning disabled readers. Journal of School Psychology, 19, 152-166.
Selected Book Chapters
Lyon, G.R., & Esterline, (2007). Advancing education through research: False starts, broken promises, and light on the horizon. In M. Welsh-Ross, & L. Fasig (Eds.), Handbook on Communicating and Disseminating Behavioral Science. New York, Sage.
Lyon, G.R., Shaywitz, S., & Shaywitz, B. (2007). Dyslexia and specific reading disabilities. In R. Kliegman, R. Behrman, H. Jenson, & B. Stanton (Eds.), Nelson testbook of pediatrics (18th edition) (pp. 125-127). New York: Saunders.
Blaunstein, P. & Lyon, R. (2006). The crisis in our classrooms. In Blaunstein, P., and Lyon, R. (eds.), Why kids can’t read: Challenging the status quo in education. (pp. 3-9). Oxford, UK: Rowan & Littlefield.
Lyon, G.R., Fletcher, J.M., Fuchs, L., & Chhabra, V. (2006). Learning disabilities. In E. Mash & R. Barkley (Eds.), Treatment of childhood disorders (3rd Ed., pp. 512-591). New York: Guilford.
Blaunstein, P., & Lyon, R. (2006). The last word. In Blaunstein, P., & Lyon, R. (eds.), Why kids can’t read: Challenging the status quo in education (175). Oxford, UK: Rowman & Littlefield.
Shaywitz, S.E., Lyon, G.R., & Shaywitz, B.A. (2006). Dyslexia (Specific reading disability). In F.D. Burg, J.R. Ingelfinger, R.A. Polin, & & A.A. Gershon (Eds.) Gellis & Kagan’s Current , Vol. 17. Philadelphia: W.B. Saunders
Lyon, G.R. (2005). Why converging scientific evidence must guide educational policies and practices. In J.S. Carlson & J.R. Levin (Eds.), The No Child Left Behind legislation: Educational research and federal funding (pp. 77-88) . Greenwhich, CT: Information Age Press
Lyon, G.R., Shaywitz, S.E., Shaywitz, B.A., & Chhabra, V. (2005). Evidence-based reading policy in the United States: How scientific research informs instructional practices (pp. 209-250). Washington, DC: Brookings Institute Press.
Lyon, G.R., Fletcher, J.M., Fuchs, L., & Chhabra, V. (2005). Treatment of learning disabilities. In E. Mash & R. Barkley (Eds.), Treatment of Childhood Disorders (3rd Edition) (pp. 512-594). New York City, NY: Guilford Press.
Fletcher, J.M. & Lyon, G.R. (2005). Learning disabilities: Education and management. In B. Maria (Ed.) Current management in child neurology (3rd edition).
Lyon, G.R. (2005). Dyslexia. In R. Kliegman, R. Behrman, H. Jenson, & B. Stanton (Eds.), Nelson testbook of pediatrics (18th edition). New York: Saunders.
Lyon, G.R., Shaywitz, S.E., Shaywitz, B.A., & Chhabra, V. (2005). Evidence-based reading policy in the United States: How scientific research informs instructional practices (pp.209-249). Washington, DC: Brookings Institute Press.
Fletcher, J.M., & Lyon, G.R. (2005). Learning disabilities. In B. Maria (Ed.), Current therapy in child neurology (pp. 232-239). Hamilton, Ontario: B.C. Decker.
Lyon, G.R. (2004). How converging scientific evidence guides educational policies and practices in the United States. In Gavin Reid & Angela Fawcett (eds.), Dyslexia in context: Research, policy and practice (pp. 70-85) London: Cambridge University Press.
Lyon, G.R., Fletcher, J.M. & Barnes, M. (2003). Learning Disabilities. In E. Mash & R. Barkley (Eds.), Child Psychopathology - Second edition (pp. 520-588). New York: Guilfrod Press.
Fletcher, J.M., Morris, R.D., & Lyon, G.R. (2003). Classification and definition of learning disabilities: An integrative approach. In H. Lee Swanson (Ed.), Assessment of learning disabilities (31-56). New York: Guilford Press.
Shaywitz, S.E., Shaywitz, B.A., Fullbright, R.K., Skudlarski, P., Mencel, W.E., Constable, R.T., Pugh, K.R., Fletcher, J.M., Lyon, G.R., & Gore, J.C. (2003). The neuropsychology of dyslexia. In S.J. Segalowitz & I. Rapin (Eds.), Handbook of neuropsychology, 2nd edition (pp. 659-670). Amsterdam: Elsevier.
Fletcher, J.M., Lyon, G.R., Barnes, M., et al. (2002). Classification of learning disabilities: An evidenced-based evaluation. In R. Bradley, L. Danielson, & D. Hallahan (Eds.), Identification of learning disabilities: Research to Practice (185-250). Mahwah, NJ: Erlbaum.
Shaywitz, S.E., Lyon, G.R., & Shaywitz, B.A. (2002). Dyslexia (Specific Reading Disability). In F.D. Burg, J. Ingelfinger, R. Polin, & A. Gershon (Eds.), Current pediatric therapy (pp. 385-386). Philadelphia: W.B. Saunders Co.
Lyon, G.R., Fletcher, J.M. Shaywitz, S.E., Shaywitz, B.A., Wood, F.B., Schulte, A., Olson, R.K., & Torgesen, J.K. (2001). Learning disabilities: An evidence-based conceptualization. Rethinking special education for a new century (pp. 259-287). Washington, D.C.: Fordham Foundation and Progressive Policy Institute.
Lyon, G.R. (1999). Programmatic Research in learning disabilities. In R. Gallimore, L. Bernheimer, D. MacMillan, D. Speece, & S. Vaughn (Eds.), Developmental perspectives on children with high incidence disabilities (pp. 261-274). Mahwah, NJ: Erlbaum.
Fletcher, J.M., & Lyon, G.R. (1998). Reading: A research-based approach. In W. Evers (Ed.), What’s gone wrong in Americas classrooms (pp. 49-90). Stanford, CA: Hoover Institution Press.
Lyon, G. R., & Cutting, L. (1998). Treatment of learning disabilities. In E. Mash & R. Barkley (Eds.), Treatment of childhood disorders (pp. 468-500). New York: Guilford.
Lyon, G.R. (1998). Overview of reading and literacy research. In S. Patton & M. Holmes (Eds.), The keys to literacy (pp. 1-15). Washington, DC: Council for Basic Education Press.
Fletcher, J.M., Morris, R.D., Lyon, G.R., Steubing, K., Shaywitz, S.E., Shankweiler, D., Katz, L., & Shaywitz, B.A. (1997). Subtypes of dyslexia: An old problem revisited. In B. Blachman (Ed.), Foundations of reading acquisition and dyslexia (pp. 95-114). Mahwah, NJ: Erlbaum.
Lyon, G.R. (l996a). Foundations of neuroanatomy and neuropsychology. In G.R. Lyon & J. Rumsey (Eds.), Neuroimaging: A window to the neurological foundations of learning and behavior in children (pp. 3-24). Baltimore: Paul H. Brookes.
Lyon, G.R. (1996b). Neuroimaging and developmental disorders. . In G.R. Lyon & J. Rumsey (Eds.), Neuroimaging: A window to the neurological foundations of learning and behavior in children (pp. 225-227). Baltimore: Paul H. Brookes.
Lyon, G.R. (l99c). The need for conceptual and theoretical clarity in the study of attention, memory, and executive function. In G.R. Lyon & N.A. Krasnegor (Eds., Attention, memory and executive function (pp. 3-12). Baltimore: Paul H. Brookes.
Lyon, G.R. (l996d). Methodological issues and strategies for assessing developmental change and evaluating response to treatment. In D.L. Speece & B.K. Keogh (Eds.), Research on classroom ecologies: Implications for the inclusion of children with learning disabilities (pp.213-228). Hillsdale, NJ: Erlbaum.
Lyon, G.R. (l996e). The state of research in learning disabilities. In S. Cramer & B. Ellis (Eds.), Learning disabilities: A national responsibility (pp. 3-64). Baltimore: Paul H. Brookes.
Lyon G.R. (l996f). Learning disabilities. In R. Barkley & E. Mash (Eds.), Child Psychopathology (pp. 390-435). New York: Guilford Press.
Lyon, G.R. (l994). Critical issues in the measurement of learning disabilities. In G.R. Lyon (Ed.), Frames of reference for the assessment of learning disabilities: New views on measurement issues (pp. 1-13). Baltimore: Paul H. Brookes.
Lyon, G.R. & Moats, L.C. (1993). An examination of research in learning disabilities: Past practices and future directions. In G. R. Lyon, D.B. Gray, J. F. Kavanagh & N. A. Krasnegor (Eds.), Better understanding learning disabilities: Perspectives on classification, identification, and assessment (pp. 1-13). Baltimore: Paul H. Brookes Publishing Co.
Alexander, D.A., Gray, D.B., & Lyon, G.R. (l993). Future directions for scientific research in learning disabilities. In G. R. Lyon, D.B. Gray, J.F Kavanagh, & N.A. Krasnegor (Eds.), Better understanding learning disabilities: Perspectives on classification, identification and assessment (pp. 343-350). Baltimore: Paul H. Brookes Publishing Co.
Vaughn, S. & Lyon, G.R. (l993). Ethical considerations when conducting research with students with learning disabilities. In. S. Vaughn and C. Bos (Eds.), Research in learning disabilities (pp. 315-328). New York: Springer-Verlag.
Newby, R.F. & Lyon, G.R. (l991). Neuropsychological subtypes of learning disabilities. In J.E. Obrzut & G.W. Hynd (Eds.), Neuropsychological foundations of learning disabilities: A handbook of issues, methods, and practice (pp. 355-386). San Diego: Academic Press.
Lyon, G.R. & Flynn, J.M. (l990). Assessing subtypes of learning disabilities. In H.L. Swanson (Ed.), Handbook on the assessment of learning disabilities: Theory, research, and practice (pp. 190-221). San Diego: College-Hill Press.
Lyon, G.R. & Flynn, J.M. (l990). Educational validation studies with subtypes of learning disabled readers. In B. P. Rourke (Ed.), Learning disabilities in children: Neuropsychological validity studies (pp 290-315). New York: Guilford Press.
Lyon, G.R. & Newby, R.F. (l990). Neuropsychology and learning disabilities. In B.Y. Wong (Ed.), Learning about Learning disabilities (pp. 112-132). San Diego: Academic Press.
Lyon, G.R. (l989). Neuropsychological assessment. In H.L. Swanson & B.L. Watson (Eds.), Educational and psychological assessment of exceptional children (pp. 80-110). St. Louis: C.V. Mosby.
Lyon, G.R. (l988). Subtype remediation. In K. Kavale & S. Forness (Eds.), Handbook of learning disabilities, Volume I (pp. 188-212). San Diego: College-Hill Press.
Lyon, G.R. & Risucci, D. (l988). Issues in the classification of learning disabilities. In K. Kavale (Ed.), Learning disabilities: State of the art and practice (pp. 48-61). San Diego: College-Hill Press.
Lyon, G.R., Moats, L., & Flynn, J.M. (l988). From assessment to treatment: Linkages to intervention with children. In M.Tramontana & S.Hooper (Eds.), Assessment issues in child neuropsychology (pp. 182-210). New York: Plenum Press.
Lyon, G.R. (l987). Learning disabilities research: False starts and broken promises. In S. Vaughn & C. Bos (Eds.), Future issues and directions for research in learning disabilities (pp.57-73). San Diego: College-Hill Press.
Lyon, G.R. (l985). Educational validation studies of learning disability subtypes. In B.P. Rourke (Ed.), Neuropsychology of learning disabilities: Essentials of subtype analysis (pp. 228-256). New York: Guilford Press.