Dyslexia

What is Dyslexia?

The International Dyslexia Association defines “dyslexia” in the following way: 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 the growth of vocabulary and background knowledge.

Texas Education Code (TEC) §38.003 defines dyslexia in the following way:  “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.”

Dyslexia is characterized by difficulties with accurate and/or fluent word recognition, as well as poor spelling and decoding abilities. Students with dyslexia demonstrate difficulty when identifying real words (word recognition) and pronouncing nonsense words (decoding); the student’s ability to read fluently is also a major characteristic as well as difficulty with spelling. Characteristics of dyslexia are often unexpected in relation to other cognitive abilities, such as oral language skills, the ability to learn in the absence of print, intellectual functioning, or strong math skills in comparison to reading skills.

Primary reading/writing/spelling characteristics of dyslexia:  

• Difficulty reading single words in isolation;  

• Difficulty accurately decoding nonsense or unfamiliar words;  

• Difficulty with oral reading (slow, inaccurate, or labored oral reading (lack of reading fluency); and/or  

• Difficulty with learning to spell. 

Students identified as having Dyslexia typically experience difficulties with:

• Phonological awareness, including segmenting, blending, and manipulating sounds in words 

• Learning the names of letters and their associated sounds  

• Phonological memory (holding information about sounds and words in memory)

• Rapid naming of familiar objects, colors, or letters of the alphabet.

• Spelling

• Reading fluency  

The reading/writing/spelling characteristics of dyslexia lead to:  

• Variable degrees of difficulty with word recognition in isolation or in context;

• Variable difficulty with aspects of reading comprehension; 

• Variable difficulty with aspects of written composition; and/or  

• A limited amount of time spent in reading activities. 

Common Signs of Dyslexia

The following signs may be associated with dyslexia if they are unexpected for the individual’s age, educational level, or cognitive abilities. 

Pre-school:  

• May talk later than most children  

• May have difficulty with rhyming  

• May have difficulty pronouncing words (i.e., busgetti for spaghetti, mawn lower for lawn mower)  

• May have poor auditory memory for nursery rhymes and chants  

• May be slow to add new vocabulary words  

• May be unable to recall the right word  

• May have trouble learning numbers, days of the week, colors, shapes, and how to spell and write his or her name 

Kindergarten through third grade:  

• Fails to understand that words come apart; for example, that snowman can be pulled apart into snow and man and, later on, that the word man can be broken down still further and sounded out as: /m/ /ặ/ /n/  

• Has difficulty learning the letter names and their corresponding sounds  

• Has difficulty decoding single words (reading single words in isolation) – lacks a strategy  

• Has difficulty spelling phonetically  

Fourth grade through high school:  

• Has a history of reading and spelling difficulties  

• Avoids reading aloud  

• Reads most materials slowly; oral reading is labored, not fluent  

• Avoids reading for pleasure  

• May have an inadequate vocabulary  

• Has difficulty spelling; may resort to using less complicated words in writing that are easier to spell

• Fear of reading out loud; avoidance of reading aloud

• Stumbling on reading multi-syllable words, or the failure to sound out the whole word

The AISD Dyslexia Program follows all TEA guidelines for assessment, identification, and instruction as per TEA guidelines outlined in the TEA Dyslexia Handbook. The TEA Dyslexia Handbook has been updated, and the updates became effective on February 10, 2022.

To access the Dyslexia Handbook published by the Texas Education Agency click one of the following: English or Spanish.

In addition, House Bill 3928 was passed by the 88th Texas Legislature (Regular Session) and impacts dyslexia evaluation, identification, and instruction. 

To access the updated Appendix A – Dyslexia Handbook FAQs, in English click here 

In Spanish click here.

To access Important Changes for Families to Understand click one of the following: English and Spanish. 

Argyle Independent School District supports the educational concept that reading, writing, and spelling skills provide the foundation for overall academic success.  Although dyslexia is a life-long condition, the AISD Dyslexia Program equips students with dyslexia with the skills needed to be successful in school. AISD utilizes the Take Flight program.  Take Flight is a comprehensive intervention program for students with dyslexia developed by the Scottish Rite for Children Luke Waites Center for Dyslexia and Learning Disorders in Dallas, Texas. The Talking Book Program provides free library services for Texans of any age who are blind or have a visual, physical, or reading disability. Registered TBP patrons may borrow books and magazines in digital audio, Braille, and large print. Visit Talking Book Program for the application. Before mailing your application, you will need to have it certified by the Dyslexia Specialist at your child's campus.

Evaluations for dyslexia and dysgraphia have moved to a single pathway for identification under the Individuals with Disabilities Education Act (IDEA). This change means that anytime the LEA (Local Education Agency) suspects that the student has dyslexia or a related disorder and may need dyslexia intervention services, the LEA must seek parental consent for a Full Individual Initial Evaluation (FIIE) under the IDEA. LEAs are reminded that the process of seeking informed parental consent under the IDEA must include proper prior written notice and be accompanied by the notice of procedural safeguards. It is critical that parents and guardians are informed of the procedural protections and rights afforded to them and their child under the IDEA.  Using a single pathway for the identification of dyslexia and related disorders ensures that LEAs fulfill their child find obligations under the IDEA.

In AISD, standard protocol dyslexia instruction (SPDI) is offered in kindergarten through grade 12.  The components of instruction will include additional focused intervention as appropriate for the reading needs of the student with dyslexia. SPDI provides evidence-based, multisensory structured literacy instruction for students with dyslexia. The SPDI program is designed for all students with dyslexia and must be explicit, systematic, and intentional in its approach. 

Standard protocol dyslexia instruction must be— 

● evidence-based and effective for students with dyslexia 

● taught by an appropriately trained instructor, and 

● implemented with fidelity. 

Instructional decisions for a student with dyslexia must be made by a committee (Section 504 or ARD) that is knowledgeable about the instructional components and approaches for students with dyslexia. As is the case with any instructional program, differentiation that does not compromise the fidelity of a program may be necessary to address different learning styles and ability levels and to promote progress among students receiving dyslexia instruction. 

Specially Designed Instruction: 

Specially designed instruction (SDI) differs from standard protocol dyslexia instruction in that it offers a more individualized program specifically designed to meet a student’s unique needs. Note that participation in standard protocol dyslexia instruction must be considered for all students, including those receiving SPDI under the IDEA. Standard protocol dyslexia instruction could be part of the specially designed instruction and services provided to meet the student’s needs. 

For more information regarding mandated evidence-based instructional programs for students with dyslexia and related disorders, refer to Texas Dyslexia Handbook: Revised 2021. https://tea.texas.gov/sites/default/files/texas-dyslexia-handbook-2021.pdf

 The progress of students in the AISD dyslexia program will be reviewed annually by either the campus 504 or ARD committee.  Consideration of all available data shall be given when determining a student’s progress.

As required by state law, Texas Education Code (TEC) §38.003 and Texas Administrative Code (TAC) §74.28, all kindergarten and first-grade students across the district are screened for dyslexia and other reading concerns. The purpose of this screening is to identify children in kindergarten and first grade who may need additional evidence-based instruction and intervention. Research supports the positive impact of identification and intervention in the core skill areas of reading, spelling, and writing.

Screening for first-grade students is conducted by January 31st of each school year.  Kindergarten students are screened at the end of the school year. The screenings are designed to identify predictors or "red flags" that suggest a child may have later difficulty with reading development and to identify areas where a child may benefit from interventions. Parents are notified of the findings when it is determined that their child, in accordance with TEC §28.006, will need an accelerated reading intervention/instruction program.

Additionally, at the beginning of seventh grade, students who do not demonstrate proficiency on the sixth-grade state reading assessment are administered a state-approved reading instrument to assess reading development in accordance with TEC §28.006. If a student is identified as being at risk for dyslexia the parent(s)/guardian(s) will be notified.

For questions regarding the screening process or results, please contact your student's campus.

Student progress in the Take Flight & Reading by Design will be monitored regularly. Parents will receive three progress, Beginning of the Year, Middle of the Year, and End of the Year, to show growth throughout the year. 

Book Number

The book number tells you which book your student is working out of. Each book has a different number of lessons, however, lesson numbers are included to show student progress.

Single Word Decoding Score

Students are given decodable words that correspond with specific lessons beginning.It is common for students to score low on this assessment in the beginning until they build up their knowledge of the rules. 

Maze student book- reading comprehension

This Dibels assessment is used to show reading comprehension skills on an on-level reading passage. Students are given three minutes to read a passage that has missing words. They must choose the correct word to complete each sentence. Please do not be discouraged or worried by low scores in the beginning, our goal is to show growth!

Number of Words read per minute 

An on-level Dibels passage is also used for this assessment. Students read a passage for 1 minute and their rate and accuracy are recorded. This assessment is much like the BAS assessment given in the classroom and gives a real-world view of their reading skills. There is a chart to show where they are on the continuum and our goal is to always be increasing in our words per minute, or wpm. Our accuracy goal is 95%, however, that often takes time to master for students with reading difficulties.

Texas Scottish Rite Hospital, Luke Waites Center For Dyslexia

International Dyslexia Association

TEA Dyslexia Handbook 2021 Update

Region VI Service Center

Yale Center for Dyslexia

Dyslexia Help at the University of Michigan

Talking Book Program

Learning Ally

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