This paper argues that because estimates of the number of people with developmental dyslexia range from 3% to 20% of the population, it is imperative that educators be knowledgeable about dyslexia, including being up-to-date on the neuroanatomical dyslexia research. It then reviews neuroanatomical research, including findings from seminal research and neuroimaging research. Research inconsistencies are then discussed, including three important ways the research is compromised. First, it is argued, the new neuroimaging methodology has several weaknesses that negatively affect validity. Secondly, the nature of the disorder itself creates issues of validity. Finally, educators practices can affect the validity at the very basis of the research studythe study sample. Problems with the discrepancy definitions and the deficiency definition of dyslexia are addressed, along with additional definitional issues. The need for further studies to screen for a specific subtype of dyslexia and correlate that subtype with brain anatomy is stressed, and a recursive model is proposed for the interrelationship of educators, neuroscientists, and medical practitioners. It is emphasized that through this recursive process, students with demonstrated or potential reading disabilities can be identified earlier and given more specific, individualized and appropriate teaching and learning strategies. (Contains 50 references.) (CR)