Colette Ouzilou examines dyslexia as a contested and often misunderstood learning condition, questioning how it is recognized, discussed, and counted. The title’s reference to a “true-false epidemic” points to the book’s central concern: whether rising awareness and diagnosis reflect a real increase in dyslexia, improved identification, changing educational expectations, or broader confusion around reading difficulties. The work considers dyslexia in relation to schooling, child development, and the challenges faced by learners whose reading experiences do not follow conventional patterns. Rather than treating the subject as a simple medical label, it invites readers to think critically about diagnosis, pedagogy, and the social consequences of labeling children. This is a nonfiction study for readers interested in dyslexia, learning disabilities, and debates over educational practice.

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