Several genes have been associated with dyslexia, including DCDC2 and KIAA0319 on chromosome 6, and DYX1C1 on chromosome 15. Gene–environment interaction
The contribution of gene–environment interaction to reading disability has been intensely studied using twin studies, which estimate the proportion of variance associated with a persons environment and the proportion associated with their genes. Both environmental and genetic factors appear to contribute to reading development. Studies examining the influence of environmental factors such as parental education and teaching quality have determined that genetics have greater influence in supportive, rather than less optimal, environments. However, more optimal conditions may just allow those genetic risk factors to account for more of the variance in outcome because the environmental risk factors have been minimized.As environment plays a large role in learning and memory, it is likely that epigenetic modifications play an important role in reading ability. Measures of gene expression, histone modifications, and methylation in the human periphery are used to study epigenetic processes; however, all of these have limitations in the extrapolation of results for application to the human brain. Language
The orthographic complexity of a language directly affects how difficult it is to learn to read it. : 266  English and French have comparatively "deep" phonemic orthographies within the Latin alphabet writing system, with complex structures employing spelling patterns on several levels: letter-sound correspondence, syllables, and morphemes. : 421  Languages such as Spanish, Italian and Finnish primarily employ letter-sound correspondence—so-called "shallow" orthographies—which makes them easier to learn for people with dyslexia.
Access to some special educational resources and funding is contingent upon having a diagnosis of dyslexia. As a result, when Staffordshire and Warwickshire proposed in 2018 to teach reading to all children with reading difficulties, using techniques proven to be successful for most children with a diagnosis of dyslexia, without first requiring the families to obtain an official diagnosis, dyslexia advocates and parents of children with dyslexia were fearful that they were losing a privileged status. Stigma and Success
The stigma surrounding dyslexia is just beginning to be understood.As awareness increases, it is informative to observe the long list of notable people who struggled with dyslexia but ended up with successful careers, among them Whoopi Goldberg, who said:

When I was a kid they didn’t call it dyslexia. They called it you know, you were slow, or you were retarded, or whatever. What you can never change is the effect that the words ‘dumb’ and ‘stupid’ have on young people. I knew I wasn’t stupid, and I knew I wasn’t dumb. Their success was not without struggle. Henry Winker said:

You want so badly to be able to do it and you cant. And no matter how hard you try, its not working...I would study my words. I would know them cold. I would know them backwards and forwards. I would go to class. I would pray that I had retained them. Then I would get the test and spend a lot of time thinking about where the hell those words went. I knew them.