Dyslexia Handbook

What is Dyslexia?

• A specific learning disability that is neurological in origin, 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.

What is Dyslexia?

• A specific learning disability that is neurological in origin, characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities.

What is Dyslexia?

• 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.

What are the Consequences?

• Consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.

Characteristics of Dyslexia

• difficulties in phonological awareness including phonemic awareness and manipulation
• difficulty reading words in isolation
• difficulty accurately decoding unfamiliar words
• difficulty with oral reading
• difficulty with spelling

Common Risk Factors

• a family history of dyslexia, current research that some students may have a genetic predisposition for dyslexia
• Aversion to printed material
• difficulty spelling words the way they sound (phonetically)

Common Risk Factors

• Difficulty with written expression
• Reliance on picture clues, story theme, or guessing at words
• Relies on listening rather than reading for comprehension
• difficulty/fear of reading aloud

Academic Difficulties

• Written expression
• reading comprehension
• mathematics
• lack of motivation
• anxiety
• anger
• depression
• low self-esteem

Other Conditions

• developmental auditory imperceptions
• dysphasia
• developmental dysgraphia
• ADHD
• specific developmental language disorders

When Should We Test for Dyslexia?

• If the student displays poor performance in one or more areas of reading/spelling that is unexpected for their age/grade
• if the student shows any of the characteristics or risk factors listed in Chapter I
• upon parental request

Data Gathering

• Vision screening Hearing screening Teacher reports of classroom concerns Classroom reading assessments Accommodations or interventions provided Academic progress reports (report cards)

Data Gathering

• Gifted/talented assessments Samples of schoolwork Parent conference notes K –2 reading instrument results as required in TEC §28.006 (English and native language, if possible) 7th-grade reading instrument results as required in TEC

Data Gathering

• State student assessment program results as described in TEC §39.022 Observations of instruction provided to the student Full Individual Evaluation (FIE) Outside evaluations Speech and language assessment

Data Gathering

• School attendance Curriculum-based assessment measures Instructional strategies provided and student’s response to the instruction Universal screening

Assessment Areas

• Academic Skills
• Cognitive Processes
• Additional Areas

Academic Skills

• Letter knowledge
• Reading Words in Isolation
• Decoding Unfamiliar Words
• Reading Fluency
• Reading Comprehension
• Spelling

Cognitive Processes

• Phonological/ phonemic awareness
• Rapid naming of symbols or objects

Additional Areas

• Vocabulary
• Listening comprehension
• Verbal expression
• Written expression
• Handwriting
• Phonological memory
• Processing speed

Procedures for Identification

• Identification is made by 504 or ARD committee
• Review & Interpret Data and Assessments
• Revaluation for dyslexia & accommodations.

Accommodations for Students with Dyslexia

• Copies of notes
• Additional time
• Reduced/shortened assignments
• Alternative testing location
• Priority seating
• Oral administration
• Word banks & formula charts

Specialized Instruction for Dyslexia

• Phonological awareness
• Sound-symbol association
• Syllabication
• Orthography
• Morphology
• Syntax

Delivery of Instruction

• Simultaneous, multisensory approach
• Synthetic instruction
• Analytic instruction
• Explicit instruction
• Systemic & cumulative

Are dyslexic students eligible for GT or advanced academic programs?

YES - if they meet all the other qualifications for the program. They may NOT be excluded due to their dyslexia.