Dyslexia

The International Dyslexia Association defines “dyslexia” as: "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 typically result from a deficit in the phonological component of language, which is often unexpected in relation to other cognitive abilities and in 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."

TEC §38.003 defines dyslexia and related disorders as:

“Dyslexia” means a disorder of constitutional origin manifested by a difficulty in learning to read, write, or spell, despite conventional instruction, adequate intelligence, and sociocultural opportunity."

“Related disorders” include disorders similar to or related to dyslexia, such as developmental auditory imperception, dysphasia, specific developmental dyslexia, developmental dysgraphia, and developmental spelling disability."

TEC §38.003(d)(1)-(2) (1995)
  http://www.statutes.legis.state.tx.us/Docs/ED/htm/ED.38.htm#38.003

TEA PDF

TEA PDF

• 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)

• 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”)

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 the 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

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

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

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 with dyslexia experience extreme frustration and fatigue as reading demands increase. 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 the names of people and places
• Difficulty with word retrieval
• Difficulty with spoken vocabulary
• Difficulty completing the reading demands for multiple course requirements
• Difficulty with note-taking
• 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 screening for dyslexia and related disorders for all kindergarten and first-grade public school students. Galena Park ISD is required to notify the parent or guardian of each student of the results of the dyslexia screener. 

The purpose of the dyslexia screener is to help identify students who may be at risk of dyslexia or other reading difficulties, enabling early intervention. 

The dyslexia screener must assess the following skills:

Once the dyslexia screener is complete, a qualified team will review all data to make informed decisions about whether a student exhibits characteristics of dyslexia or other reading difficulties. The team may consist of the student’s classroom teacher, the provider of dyslexia instruction, the 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:

Scope & Sequence Access

Accommodations are changes to materials, actions, or strategies that support students with disabilities in accessing grad-level content. Accommodations are not one-size-fits-all; the need for specific accommodations is determined by how dyslexia or other reading difficulties affect each individual student. Below is a list of possible accommodations:

• Note-taking assistance
• Additional time on class assignments and tests
• Reduced/shortened assignments (e.g., chunking assignments into manageable units, fewer items given on a classroom test or homework assignment without eliminating concepts, or a student planner to assist with assignments)
• An alternative test location that provides a quiet environment and reduces distractions
• Priority seating assignment
• Oral reading of directions or written material
• Word banks
• Audiobooks
• Text-to-speech
• Speech to text
• Electronic spellers
• Electronic dictionaries
• Formula charts
• Adaptive learning tools and features in software programs
• Calculation aids
• Grammar check

**Note: Decisions about accommodations are made for each student by the ARD or Section 504 committee.