2. What is Dyslexia?
Dyslexia is a specific learning disability that is
neurological 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 that is often unexpected in
relation to other cognitive abilities and the provision of
effective classroom instruction.
This definition was adopted by the Board of Directors,
International Dyslexia Association, November 2002, and is
included in the Dyslexia Handbook, Revised 2014 by the
Texas Education Agency.
3. What is Dyslexia?
Categorized as a specific type of learning disability
Neurologically, dyslexics’ brains function differently
the term “learning disability” here is different from the one
used that qualifies a student for special education services
Classified as a failure to respond to (grow from or
adapt to) appropriate or sufficient classroom
instruction and intervention.
4. Primary Evidence (Associated Symptoms)
Lack of fluency
Reading slowly with many mistakes
stumbling over read words
misread common words
Difficulty in reading single words
such as words on flashcards or words
in a list
Problems learning letter names and sounds
Have problems using spelling rules
misspell common words
5. Red Flags & Secondary Consequences
Red Flags:
Difficulty understanding what is read
Difficulty writing sentences or paragraphs
Difficulty decoding
Dysfluent
Avoids reading aloud
Avoids reading as a personal choice (for pleasure/just for fun)
Secondary Consequences:
Problems in reading comprehension
Reduced reading experience
Delayed growth of vocabulary and background knowledge
6. House Bill 157
Passed in 1985, House Bill 157 states
“the State Board of Education shall
approve and from time to time review a
program under which students enrolled
in public schools in this state are tested
for dyslexia and related disorders at an
appropriate time. In accordance with the
program approved by the State Board of
Education, the Board of Trustees of each
school district shall provide for the
treatment of any student determined to
have dyslexia or a related disorder.”
7. Rights of Individuals with Dyslexia
The individuals with Disabilities Education Act 2004 (IDEA), Section
504 of the Rehabilitation Act of 1973, and the Americans with
Disabilities Act (ADA) define the rights of students with dyslexia and
other specific learning disabilities.
These individuals are legally entitled to special services to help them overcome
and accommodate their learning problems.
The acts also protect people with dyslexia against unfair and illegal
discrimination.
8. Legalities Concerning Dyslexia
The Dyslexia Handbook – Revised 2007, Updated 2010:
Procedures Concerning Dyslexia and Related Disorders contains the SBOE-approved
procedures concerning dyslexia and related disorders. The Texas Education Agency
(TEA) handbook provides guidelines for school districts to follow as they identify and
provide services for students with dyslexia. Additionally, the handbook provides
school districts and parents/guardians with information regarding the state’s
dyslexia statutes and their relation to these federal laws: the Rehabilitation Act of
1973, Section 504 as amended in 2008 (§504), the Americans with Disabilities
Amendments Act, and the Individuals with Disabilities Education Act of 2004 (IDEA).
Students enrolling in public schools in Texas shall be assessed for dyslexia and
related disorders at appropriate times (TEC §38.003 (a))
The identification of dyslexia is made by a §504 committee. The §504 committee
first determines whether the student has dyslexia through evaluation of the
provided proper documentation and the review of instructional intervention.
9. Legalities Concerning Dyslexia (con’t)
School Boards MUST ensure the following:
That procedures for identifying a student with dyslexia or a related disorder are implemented in the district (TAC §74.28)
That procedures for providing appropriate instructional services to the student are implemented in the district (TAC §74.28)
That the district or school complies with all applicable requirements of state educational programs (TEC §7.028)
School Districts MUST do the following:
Administer K–2 assessments (TEC §28.006)
Provide early identification, intervention, and support (TEC §28.006)
Apply results of early assessment instruments to instruction and report to the Commissioner of Education (TEC §28.006)
Implement SBOE-approved procedures for students with dyslexia and related disorders TAC (§74.28)
Provide training about dyslexia to educators (TAC §74.28(c))
Ensure the procedures for identification and instruction are in place (TAC §74.28)
Notify parents in writing before an assessment or identification procedure is used with an individual student (TAC §74.28)
Test for dyslexia at appropriate times (TEC §38.003)
Meet the requirements of §504 when assessment for dyslexia is recommended (Dyslexia Handbook)
Provide treatment (instruction) for students with dyslexia (TEC §38.003)
Purchase or develop their own programs that include descriptors listed in the Dyslexia Handbook (TAC §74.28)
Inform parents of all services and options available to students eligible under the §504 (TAC §74.28)
Provide student with services of a teacher trained in dyslexia (TAC §74.28)
Provide a parent education program (TAC §74.28)
10. Components for Instruction
The instructional program should be
offered individually or as a small group
arrangement (e.g., 1:3 -1:6) and include:
reading
writing
spelling
The major instructional strategies should
utilize individualized, intensive, and
multisensory methods as appropriate.
11. Instructional Approaches
Individualized instruction that meets the specific learning needs of each
individual student in a small group setting.
Explicit, direct instruction that is systematic (structured), sequential,
and cumulative.
Instruction is organized and presented in a way that follows a logical, sequential plan.
Fits the nature of language [alphabetic principle] with no assumption of prior skills or
language knowledge.
Maximizes student engagement.
Instruction proceeds at a rate commensurate with students’ needs, ability levels, and
demonstration of progress.
A reading curriculum that matches each student’s individual ability level and
contains all of the Components of Instruction mandated in 19 TAC §74.28
12. Instructional Approaches (con’t)
Intensive, highly concentrated instruction that maximizes student
engagement, uses specialized methods and materials, produces
results, and contains all the Components of Instruction mandated in
19 TAC §74.28
Meaning-based instruction that is directed toward purposeful reading
and writing, with an emphasis on comprehension and composition
multisensory instruction that incorporates the simultaneous use of
two or more sensory pathways (auditory, visual, kinesthetic, tactile)
during teacher presentations and student practice.
13. E-Readers
According to a study published online at PLOS ONE, lead
researcher, Matthew Schneps, found the way text is displayed can
effect and improve how written word is accepted and read by
students with dyslexia.
“Because [e-readers] offer accessibility options that are impossible in print,
they are potentially beneficial for those with impairments, such as dyslexia.”
“We find that SLTR on a small-screen handheld device facilitates reading by
improving both speed and comprehension in a subset of high school students with
dyslexia. This supports and expands on emerging work, demonstrating that relatively
simple adjustments to the visual presentation of text, in this case shortening the lines, or
in other experiments adding spacing between letters and lines to control crowding can
facilitate reading in [some of] those who struggle.”
14. Resources
Academic Language Therapy Association: State Laws: https://www.altaread.org/state-laws.asp
Cypress-Fairbanks ISD dyslexia brochure: http://www.cfisd.net/download_file/view/5607/342/
Dyslexia Handbook: http://www.dys-add.com/resources/SpecialEd/TexasDyslexiaHandbook11-10-2010.pdf
International Dyslexia Association: http://eida.org/
International Literacy Association:
http://www.literacyworldwide.org/blog/literacy-daily/2014/05/29/dyslexia-an-ounce-of-prevention
http://www.literacyworldwide.org/blog/literacy-daily/2014/10/14/-dyslexia-when-spelling-matters
http://www.literacyworldwide.org/blog/literacy-daily/2014/12/10/gifted-and-dyslexic-twice-exceptional
PLOS ONE: E-Readers Are More Effective than Paper for Some with Dyslexia
http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0075634
Schneps MH, Thomson JM, Sonnert G, Pomplun M, Chen C, et al. (2013) Shorter Lines Facilitate Reading in Those Who Struggle. PLoS
ONE 8: e71161 doi:10.1371/journal.pone.0071161.
TEA: http://tea.texas.gov/Curriculum_and_Instructional_Programs/Special_Student_Populations/Dyslexia/
TEA STAAR accommodations: http://tea.texas.gov/student.assessment/accommodations/
Texas Project FIRST-Section 504 of Act of 1973: http://texasprojectfirst.org/Sect504.html
Texas Scottish Rite Hospital for Children:
http://www.tsrhc.org/dyslexia
http://www.tsrhc.org/dyslexia-research
The National Center for Learning Disabilities: http://www.rtinetwork.org/
