Dyslexia is a learning disability that causes difficulties with reading, writing, and spelling despite conventional instruction. Programs for dyslexic learners aim to identify students promptly and provide individualized instruction from trained teachers using multisensory techniques. Teachers must receive training to implement explicit, sequential lessons incorporating assessments, parental communication, phonemic awareness, and comprehension strategies to help dyslexic students overcome challenges and find success.

1. Dyslexia Procedures for Dyslexic Learners By Alicia Reyes and Jasmine Starling

2. The Importance of Reading Reading is the foundation of all other core curriculum taught in a school setting and without it students cannot be successful in any subject area Despite all supplementary tutoring, some students like those with dyslexia, will continue to struggle with reading.

3. Dyslexia Defined Dyslexia is “a disorder of constitutional origin manifested by a difficulty in learning to read, write, or spell, despite conventional instruction, adequate intelligence, and sociocultural opportunity” (TEC §38.003).

4. Program Purpose Dyslexic students can be successful if: they are diagnosed promptly and given individualized instruction by a trained teacher in that area.

5. Program Purpose Students who struggle to read will struggle in school and life. Dyslexia programs offer alternative means of instruction and or accommodations for students with dyslexia that can ultimately help them overcome and triumph over their disability.

6. Qualification Requirements Periodic testing in K-2 will be done on students to check for reading development and comprehension. If student is found to be at risk for a LD, the school is required to notify parents or guardians. TEC 28.006g required schools to provide an accelerated reading program

7. Qualification Requirements NCLB requires schools to employ a scientifically based reading program If student shows no gains in reading, he/she will be recommended for dyslexia testing.

8. Qualification Requirements Before testing can start: Districts will collect data from the student Student shall be showing characteristics of dyslexia K-3 example Doesn’t understand words come apart Has a hard time learning letters and sounds, difficulty decoding words and spelling

9. Qualification Requirements Dyslexia Testing Procedures Parents/guardians will be notified about their intent to test the child Parents/guardians must give their permission to test Students will be tested by a professional trained in the assessment of dyslexia Board of people educated in the identification of dyslexia, will determine if the child has dyslexia.

10. Instructional Requirements Recommended Instruction Individualize material & instruction Use explicit instruction Use multisensory material Gradual introduction of new material Go from simple to complex

11. Instructional Requirements Recommended Instruction Provide material based on the student’s reading level Provided guided reading opportunities Practice individualization follows a logical sequential plan Extended practice opportunities continual reinforcement of newly learned skills

12. Teacher-specific Regulations The school district provides programs and opportunities for teachers to be trained with the proper instructional strategies for dyslexic students Teachers will be trained and be prepared to implement instructional strategies that utilize individualized, intensive, multisensory, phonetic methods and a variety of writing and spelling components.

13. Teacher Implementation providing extensive on-going assessments provides teachers with up-to-date information that helps in planning instruction. provide communication with the parents, giving useful tips on what can be done at home to assist children to become fluent readers. phonemic awareness instruction, language structure instruction, fluency of patterns in language, strategy-oriented instruction, and emphasis on comprehension.

14. Teacher Implementation Provide strategy-oriented instruction Provide instruction on phonemic awareness, language structure, fluency of patterns in language, and emphasis on comprehension.