Dyslexia Evaluation and Identification

Preschool
• Delay in learning to talk
• Difficulty with rhyming
• Difficulty pronouncing words (e.g., “pusgetti” for “spaghetti,” “mawn lower” for “lawn mower”)
• Poor auditory memory for nursery rhymes and chants
• Difficulty adding new vocabulary words
• Inability to recall the right word (word retrieval)
• Trouble learning and naming letters and numbers and remembering the letters in his/ her name
• Aversion to print (e.g., doesn’t enjoy following along if a book is read aloud)

Kindergarten and First Grade
• Difficulty breaking words into smaller parts, or syllables (e.g., “baseball” can be pulled apart into “base”
“ball” or “napkin” can be pulled apart into “nap” “kin”)
• Difficulty identifying and manipulating sounds in syllables (e.g., “man” sounded out as /m/ /ă/ /n/)
• Difficulty remembering the names of letters and recalling their corresponding sounds
• Difficulty decoding single words (reading single words in isolation)
• Difficulty spelling words the way they sound (phonetically) or remembering letter sequences in very
common words seen often in print (e.g., “sed” for “said”)

Second Grade and Third Grade
Many of the previously described behaviors remain problematic along with the following:
• Difficulty recognizing common sight words (e.g., “to,” “said,” “been”)
• Difficulty decoding single words
• Difficulty recalling the correct sounds for letters and letter patterns in reading
• Difficulty connecting speech sounds with appropriate letter or letter combinations and omitting letters
in words for spelling (e.g., “after” spelled “eftr”)
• Difficulty reading fluently (e.g., reading is slow, inaccurate, and/or without expression)
• Difficulty decoding unfamiliar words in sentences using knowledge of phonics
• Reliance on picture clues, story theme, or guessing at words
• Difficulty with written expression

Fourth Grade through Sixth Grade
Many of the previously described behaviors remain problematic along with the following:

• Difficulty reading aloud (e.g., fear of reading aloud in front of classmates)
• Avoidance of reading (particularly for pleasure)
• Difficulty reading fluently (e.g., reading is slow, inaccurate, and/or without expression)
• Difficulty decoding unfamiliar words in sentences using knowledge of phonics
• Acquisition of less vocabulary due to reduced independent reading
• Use of less complicated words in writing that are easier to spell than more appropriate words (e.g., “big”instead of “enormous”)
•  Reliance on listening rather than reading for comprehension

Middle School and High School
Many of the previously described behaviors remain problematic along with the following:
• Difficulty with the volume of reading and written work
• Frustration with the amount of time required and energy expended for reading
• Difficulty reading fluently (e.g., reading is slow, inaccurate, and/or without expression)
• Difficulty decoding unfamiliar words in sentences using knowledge of phonics
• Difficulty with written assignments
• Tendency to avoid reading (particularly for pleasure)
• Difficulty learning a foreign language

Postsecondary
Some students will not be identified as having dyslexia prior to entering college. The early years of reading difficulties evolve into slow, labored reading fluency. Many students will experience extreme frustration and fatigue due to the increasing demands of reading as the result of dyslexia. In making a diagnosis for dyslexia, a student’s reading history, familial/genetic predisposition, and assessment history are critical. Many of the previously described behaviors may remain problematic along with the following:
• Difficulty pronouncing names of people and places or parts of words
• Difficulty remembering names of people and places
• Difficulty with word retrieval
• Difficulty with spoken vocabulary
• Difficulty completing the reading demands for multiple course requirements
• Difficulty with notetaking
• Difficulty with written production
• Difficulty remembering sequences (e.g., mathematical and/or scientific formulas)

 

In 2017, the 85th Texas Legislature passed HB 1886, amending TEC §38.003, Screening and Treatment for Dyslexia to require that all kindergarten and first-grade public school students be screened for dyslexia and related disorders. Galena Park ISD is required to notify the parent or guardian of each student the results of the dyslexia screener. 

The purpose of the dyslexia screener is to help identify students who may be at risk for dyslexia or other reading difficulties so early intervention can be provided. 

The dyslexia screener must assess the following skills:

One the dyslexia screener has been completed, a a qualified team will review all data to make informed decisions on whether a student exhibits characteristics of dyslexia or other reading difficulties. The team may consist of student’s classroom teacher, provider of dyslexia instruction, reading interventionist, the individual who administered the screener, a special education teacher, a representative of the Language Proficiency Assessment Committee (LPAC) (as appropriate), and an administrator. 

 

* It is important to note that at any point in the data review process a referral for a Full Individual Evaluation (FIE) under IDEA may be initiated by the parent or school personnel. 

According to TEC §29.0031, dyslexia is recognized as a Specific Learning Disability (SLD) under IDEA. To receive services for dyslexia through special education, a formal evaluation must be completed to determine eligibility. 

The following individuals may initiate a referral for a special education evaluation:

  **Note: An LEA may not deny a     referral or delay an initial evaluation   because MTSS or other  interventions have not been implemented with a student.

 

This is the special education process: