Dyslexia

Dyslexia Definition:

The Texas Education Code (TEC) §38.003 defines dyslexia in the following way:

(1) 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.

(2) 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.

(http://www.statutes.legis.state.tx.us/Docs/ED/htm/ED.38.htm#38.003)

Dyslexia Screening

Lackland ISD is required, per Texas Education Code (TEC), §38.003, to conducts universal dyslexia screening of students in kindergarten and first grade. Kindergarten students must be screened for dyslexia at the end of the school year, and first grade students must be screened no later than January 31st. The Dyslexia Handbook describes the screening criteria for this requirement. The updates to the Dyslexia Handbook include a reduction in the number of skills that must be included on the instrument used by LEAs to screen for dyslexia. The updated criteria for English and Spanish screening instruments are as follows:

 

Kindergarten	First Grade
Letter Sound Knowledge or Letter Naming Fluency	Word Reading Accuracy or Fluency
Phonological Awareness	Phonological Awareness

Procedures for Identification:

1. The MTSS team will document a student who has failed to make adequate progress or a parent requests that a student be assessed for dyslexia.

2. Qualitative and Quantitative data will be reviewed to determine the pathway for identification (Figure 3.8. Pathway for the Identification and Provision of Instruction for Students with Dyslexia)

3. Consent to evaluate, Overview of Special Education for Parents ( English or Spanish)and parent rights are given to the parent/guardian.

4. Full FIIE is Conducted

5. If eligible for special education and related services, IEP (Individualized Education Program) is developed

Preschool-Third 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”)

• 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-High School:

·         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

·         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

Post-Secondary:

·         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