The International Dyslexia Association's definition of dyslexia:  Dyslexia is a specific learning disability that is neurobiological in origin.  It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities.  These difficulties typical result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.

I understand the significance of acknowledging that the difficulties of students with dyslexia lie in reading and spelling, and that these issues typically arise from making incorrect sound-letter associations.  I also realize this definition is the cornerstone of diagnosis and is used for the procurement of special education services.  However, I avoid using the word "disability" in my sessions.  If we break down the word, dyslexia, this is what we get:  Dys = difficulty and lexia = words.  A difficulty with words!  Yes, it does create some struggles, especially in school, but my students are CAPABLE of great things, including being able to read and spell.  They may require a different and intense approach, but they are CAPABLE!  Instead of using the phrase "learning disability", I prefer "learning difference" because it comes from a place of appreciation for all learning styles and focuses on the strengths of neurodiverse students.