What is Dyslexia?
Definition of Dyslexia
The Texas Education Code (TEC) 38.003 defines dyslexia in the following way:
a. 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.
b. 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.
Current Definition of Dyslexia (from the International Dyslexia Association)
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. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.
(Adopted by the International Dyslexia Association Board of Directors, Nov. 12, 2002)
The following are the primary reading/spelling characteristics of dyslexia:
- Difficulty reading real words in isolation
- Difficulty accurately decoding unfamiliar words
- Difficulty with oral reading (slow, inaccurate, or labored without prosody)
- Difficulty spelling
(Taken from The Dyslexia Handbook: 2018 Update)
Students with dyslexia can be served under special education or under Section 504, depending on the student’s unique needs. Please see TEA guidance (June 2018) Provision of Services for Students with Dyslexia and Related Disorders.
What program is Angleton ISD currently using for dyslexia intervention?
Reading by Design
We will begin using a new dyslexia intervention program for the 2019-2020 school year. It is called Reading by Design. Reading by Design is an individualized literacy intervention that is a systematic, multi-sensory approach aligned with research-based practices for developing literacy. This intervention follows an intensive, explicit, and cumulative design for remediation of reading and writing skills at all grade levels. The program addresses phonological awareness, sound-symbol association, six syllable types, written spelling patterns, morphology, syntax, reading fluency, and reading comprehension. Regular progress monitoring and review lessons are an important part of this program. RBD was designed and published by Region 4 Education Service Center and teachers who provide the program must be trained in the program to ensure fidelity. In AISD our Dyslexia Interventionists have been trained and will be delivering the program to our dyslexic students who have been placed in the intervention four days a week, Monday-Thursday.
What do I do if I suspect my child has dyslexia?
If you suspect your child has dyslexia, contact your child's classroom teacher, Campus Dyslexia Lead, or the District Dyslexia Coordinator to request a meeting and possible evaluation.