Background and Aim: Reading is a key academic skill that forms the foundation for learning across all subjects. Dyslexia, a specific learning disorder that affects reading accuracy and fluency, can lead to persistent academic difficulties if not detected and addressed early. This study aimed to estimate the prevalence of dyslexia among primary school children in Ardabil and to examine possible gender differences. Materials and Methods: This descriptive cross-sectional study was conducted among male and female students in grades 3-5 from the four educational districts of Ardabil during the 2023–2024 academic year. Using a multi stage stratified sampling method, 1,162 students were selected for the study. The Diagnostic Reading and Dyslexia Test (Nama, Karimi Nouri, & Moradi, 2004) was administered. Data were analyzed using SPSS version 27. Results: Among 1,162 students, 74 (31 girls and 43 boys) were identified as having dyslexia, corresponding to prevalence rates of 5.36% among girls, 7.36% among boys, and 6.36% overall. Additionally, 39.1% of dyslexic students had a family history of dyslexia. The prevalence of dyslexia decreased significantly with increasing grade level in both genders (p < 0.05). According to the subtests of the diagnostic reading test, girls outperformed boys in reading words, rhymes, word comprehension, letter symbols, category symbols, and overall dyslexia scores (p<0.05). Conclusion: The findings suggest that dyslexia affects a considerable proportion of primary school students, particularly boys. Early identification and implementation of targeted educational interventions may help mitigate the negative impact of dyslexia on students’ learning outcomes.
