Dyslexia Information

What is Dyslexia?

As defined in Texas Education Code Section 38.003:

Dyslexia means a disorder of constitutional origin manifested by a difficulty in learning to read, write and/or spell despite conventional instruction, adequate intelligence and socio-cultural opportunities.

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

The International Dyslexia Association’s definition of dyslexia is:

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 that is often unexpected in relation to other cognitive abilities and 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.

Adopted by the Board of Directors, International Dyslexia Association, November 2002


How is Dyslexia Assessed?

If it is determined that a student, who has been identified as having primary difficulties in reading, writing, and/or spelling, is not progressing academically as would be expected given age and demonstrated ability, then the school may consider continued evaluation in the area of dyslexia. STAT, a committee knowledgeable about the student, the evaluation process and instructional programs will review:

  • The student’s UNEXPECTED lack of appropriate academic process,
  • The student’s having adequate intelligence, the ability to learn,
  • The student’s lack of progress not being due to social cultural factors such as background,
  • The student’s receiving appropriate conventional instruction
  • And the student’s exhibiting characteristics associated with dyslexia

Disorders not included for Specific Learning Disability testing through the district dyslexia office are learning problems that are primarily the result of:

  • Visual
  • Hearing
  • Motor disabilities of mental retardation or of emotional disturbance.

Once documented parent notification and authorization for assessment is received, the counselor forwards the information from STAT to the dyslexia office.

There is no single test for dyslexia.

The following is a list of potential assessment tools which may be used in the identification of students for dyslexia screening. A copy of the dyslexia assessment report will be provided by the counselor to the parents of the student.

  • Kaufman Brief Intelligence Test (KBIT)
  • Test of Non-Verbal Intelligence (TONI)
  • Comprehensive Test of Phonological Processing (CTOPP)
  • The Phonological Awareness Test (PAT)
  • Gray Oral Reading test – Diagnostic (GORT-D)
  • Gray Oral Reading test – 4 (GORT-4)
  • Phonics-Based Reading Test
  • Test of Word Reading Efficiency (TOWRE)
  • Decoding Skills Test
  • Test of Written Spelling (TWS)
  • Rapid Automatic Naming Test
  • Learning Efficiency Test (LET)
  • W-J III – Tests of Achievement
  • Informal written samples
  • Student work samples submitted to STAT
  • Woodcock Reading Mastery Tests – Revised

Dyslexia Instruction Programs and Interventions

What “intervention” or help will the student receive if s/he is determined to exhibit characteristics of dyslexia?

Once STAT receives and reviews the student’s assessment report, the campus shall provide an appropriate instructional program for the student so identified. If the student demonstrated characteristics of dyslexia or a related disorder, the major instructional strategies should utilize individualized, intensive, multi-sensory methods, contain writing and spelling components.

DYSLEXIA INSTRUCTION PROGRAMS AND INTERVENTIONS

In the Judson Independent School District the programs implemented are:
Kindergarten: Students who are in kindergarten and who have been identified as dyslexic or showing characteristics of dyslexia will receive a program designed by the teacher using the Kinder Kids Can Model which is rich in phonological awareness activities. These students are instructed to listen for the sounds of spoken language and are given multiple activities that allow them to practice segmenting, blending, and manipulating the sounds. A speech pathologist may observe and offer suggestions to the teacher or suggest a complete speech evaluation.

First Grade: Students who are identified at-risk for dyslexia in grade one will be served through the Neuhaus Reading Readiness Program or Literacy Group. Placement is based on the early literacy assessment and/or the dyslexia testing.

Second Grade: Students in grade two will be served in the Benchmark Word Identification Program if they have been tested and qualify for the At-Risk for Dyslexia program. Second grade students who have been retained and have been in the Benchmark Program may need to begin the Texas Scottish Rite Dyslexia Training Videotaped program. This decision will be based on individual need and will be determined by the dyslexia committee and campus administrators.

Third, Fourth, and Fifth Grade: Beginning in third grade, students at-risk for dyslexia are placed in the Texas Scottish Rite Dyslexia Training Program. This is an instructional videotaped series of lessons that utilizes an Alphabetic Phonics curriculum. This program takes 2-1/2 years to complete. Some severe dyslexic students may need to repeat portions of this program and may take longer than the targeted exit time. Class size is limited to no more than six students. Students who were not identified until fourth or fifth grade will complete the program at the middle school they attend in sixth grade. It is important for students to attend the dyslexia program for an hour five days a week. To complete the program in 2-1/2 years the students need to attend dyslexia classes for a minimum of 60 classes a semester.

Middle School & High School: Students identified at this level are placed in the Texas Scottish Rite Adult Literacy Program. This program requires one year to complete and is an Alphabetic Phonics curriculum.

Accommodations

Dyslexia is a difference in learning that reveals itself with UNEXPECTED difficulties with print.

General Suggestions

  • Present small amounts of new information at one time.
  • Relate new information to previously taught, related information.
  • Use multi-sensory techniques: demonstrate; use visual clues.
  • Follow a practice hierarchy: teacher guides models, demonstrates; teacher guides practice with the group; teacher guides practice with partners; teacher guides practice with individuals, then independent practice.
  • Reduce paper/pencil tasks.
  • Avoid penalizing for spelling errors, handwriting-when appropriate, etc.

Classwork

  • Do not require student to read aloud.
  • Omit assignments requiring copying in a timed situation.
  • Allow student to copy from a book or paper rather than the board or provide notes.
  • Post visual reminders and/or examples.
  • Allow student more time to think.
  • Encourage student to ask questions.
  • Evaluate oral performance more than written.

Giving Directions

  • Give directions in small steps, one at a time.
  • Read written directions to student, then model/demonstrate.
  • Accompany oral directions with visual clues.
  • Ask student to repeat; make sure s/he understands

Homework

  • Reconsider print intensive assignments
  • Accept work dictated by student to a parent/tutor
  • Reduce written work assignments.
  • Allow student to record or type assignments or use graphics.

Study Aids

  • Consider on tape text or highlighted text.
  • Provide study guides.
  • Provide manipulatives, matrix cards.
  • Allow student to copy notes of a study buddy.
  • Allow student to use a calculator, when appropriate.
  • Allow student to use a computer.
  • Provide peer tutoring.

Organization

  • Teach learning organization.
  • Break assignments into small groups.
  • Help student to schedule long-term assignments.
  • Provide study sheets to organize materials and check review for correct answers.
  • Vary types of tests: multiple choice, true/false, oral presentation, demonstration, models.

Testing-when appropriate

  • Limit essay tests; allow short answers.
  • Read test to student.
  • Allow student to respond orally
  • Provide one-on-one testing.
  • Avoid timed testing.

Teachers are expected to make ACCOMMODATIONS based on

TIME · MATERIALS · ASSESSMENT

What Can A Parent Do?

Help your child locate and develop other talents through:

  • Art projects
  • Hobbies
  • Building three-dimensional projects (Tinker Toys, models, Kinex)
  • Computer skills

Structure the child’s life at home:

  • Stick to a regular routine for meals, play, TV, chores, bedtime, etc.
  • Keep belongings in the same place. Help the child remember where to put them.
  • Keep instruction simple-one at a time.
  • Break tasks into small parts, or steps and give child one step at a time.

Communicate frequently with the teacher and school. Communicate with your student about what s/he is learning. Read aloud to and with your student. Focus on child’s strengths.

Where Else Can I Go For Information?

Websites

Books

  • Overcoming Dyslexia by Sally Shaywitz
  • About Dyslexia: Unraveling the Myth by Patricia Vail
  • Dyslexia-The Theory and Practices of Remedial Instruction by D. B. Clark and J. K. Uhry
  • Dyslexia-Research and Resource Guide by C. S. Spafford and G. S. Grosser
  • The Myth of Laziness by Mel Levine

What Factors Are Associated With Dyslexia?

The difficulty of the student identified as having dyslexia is in reading, single-word decoding, reading fluency, reading comprehension, written composition and spelling. The problems of the student with a learning disorder may include these difficulties and other difficulties that do not necessarily pertain to reading exclusively. (Keep in mind that any student must have adequate experiences and background with print before a definitive diagnosis of dyslexia can be made.)

The following difficulties may be associated with dyslexia if they are UNEXPECTED for the individual’s age, educational level, or cognitive abilities. The degree of involvement may be mild, moderate, or severe. Please note that all may not be apparent with all students. (Early Onset; grades K-3)

  • Difficulty with the development of phonological awareness and phonological processing skills (associating the sounds of speech with ordered printed symbols), including segmenting or breaking spoken words into individual sounds;
  • Difficulty accurately decoding nonsense or unfamiliar words;
  • Difficulty reading single words in isolation;
  • Lack of reading fluency;
  • Variable degrees of difficulty with reading comprehension;
  • Acceptable reading comprehension when time is not a factor;
  • Difficulty in word selection and rapid naming;
  • Variable difficulty with aspects of written composition;
  • Difficulty with learning and reproducing the alphabet in correct sequence (in either oral or written form);
  • Spelling skill significantly below current grade placement;
  • Significant difference between verbal and nonverbal abilities (either one significantly higher than the other);
  • Talents in fine arts, science, mathematics, mechanical skills, and/or other abilities not dependent on reading/writing proficiency;
  • Skilled listening comprehension with good oral participation.

The needs of kindergarten students failing to make expected academic progress should be analyzed and evaluated.

Grades 4-6 and Grades 7-12 with more discrepancies in performance

  • Difficulty with the development of phonological awareness and phonological processing skills (associating the sounds of speech with ordered printed symbols), including segmenting or breaking spoken words into individual sounds;
  • Difficulty accurately decoding nonsense or unfamiliar words;
  • Difficulty reading single words in isolation;
  • Inaccurate and labored oral reading;
  • Lack of reading fluency;
  • Variable degrees of difficulty with reading comprehension;
  • Acceptable reading comprehension when time is not a factor;
  • Difficulty in word selection and rapid naming;
  • Variable difficulty with aspects of written composition;
  • Spelling skill significantly below current grade placement;
  • Same word misspelled in a variety of ways, often within the same paragraph or sentence;
  • Significant differenced between verbal and nonverbal abilities (either one significantly higher than the other);
  • Talents in fine arts, science, mathematics, mechanical skills, other abilities not dependent on reading/writing proficiency;
  • Exhibits skilled listening comprehension, good oral participation;
  • Inversions (m/w), reversals (b/d), substitution (niece/nephew);
  • Speaking vocabulary better developed than writing vocabulary

After reviewing the above factors, and problems in academic achievement have been noted through academic progress reports, parent conferences, or inadequate performance on the state student assessment program, the counselor will submit the information to STAT for their consideration.