Dyslexia

 

 

Students identified as having dyslexia typically experience primary difficulties in phonological awareness, including phonemic awareness and manipulation, single-word reading, reading fluency, and spelling. Consequences may include difficulties in reading comprehension and/or written expression. These difficulties in phonological awareness are unexpected for the student’s age and educational level and are not primarily the result of language difference factors. Additionally, there is often a family history of similar difficulties.The following are the primary reading/spelling characteristics of dyslexia:

• Difficulty reading words in isolation
• Difficulty accurately decoding unfamiliar words
• Difficulty with oral reading (slow, inaccurate, or labored without prosody)
• Difficulty spelling

It is more important to note that individuals demonstrate differences in degree of impairment and may not exhibit all the characteristics listed above.The reading/spelling characteristics are most often associated with the following:

• Segmenting, blending, and manipulating sounds in words (phonemic awareness)
• Learning the names of letters and their associated sounds
• Holding information about sounds and words in memory (phonological memory)
• Rapidly recalling the names of familiar objects, colors, or letters of the alphabet (rapid naming)

Consequences of dyslexia may include the following:

• Variable difficulty with aspects of reading comprehension
• Variable difficulty with aspects of written language
• Limited vocabulary growth due to reduced reading difficulties

There is not a set list of characteristics for dyslexia - It looks different for every child.

 

The campus’ Counselor is your first point of contact. They can answer your questions about dyslexia and discuss your child’s concerns.

 

Victoria Almaraz, [email protected], 830-460-3900 x5005

 

Robyn Langston, [email protected], 830-460-3901 x6006

 

Courtney Sippel, [email protected], 830-460-3899 x4003

 

(Alpha A-K) Christie Lobello, [email protected], 830-460-3898 x3007

(Alpha L-Z)  Bonnie Hale , [email protected], 830-460-3898 x3008

 

School Teams will make data informed decisions for every student, on an individual basis by reviewing all available data.

 

Examples of data to discuss that can help a team make decisions include:

• Comparison with grade level peers and expectations
• Universal screening and benchmarking data
• Progress monitoring intervention data
• Reading data in comparison with learning and achievement in other academic areas
• Parent and teacher information and observation

That will vary based on the child. Contact your child’s school for specific programming information.

No, Your child does not have to be in a certain grade level before a dyslexia evaluation can occur.

Yes. The assessment does not automatically create eligibility. The school determines eligibility based on a review of a variety of sources.

• Branum-Martin, L., Fletcher, J. M., & Stuebing, K. K. (2013). Classification and identification of reading and math disabilities:
• The special case of comorbidity. Journal of Learning Disabilities, 12, 906–915.
• Fletcher, J. M., Lyon, G. R., Fuchs, L. S., & Barnes, M. A. (2007). Learning disabilities: From identification to intervention.
• New York, NY: The Guilford Press.
• The International Dyslexia Association. (2018). Knowledge and practice standards for teachers of reading, (2nd ed.).
• Moats, L. C., & Dakin, K. E. (2008). Basic facts about dyslexia and other reading problems. Baltimore, MD:
• The International Dyslexia Association

• Bookshare Bookshare is an accessible online library which has over 500,000 titles available to individuals with print disabilities. Through an award from the U.S. Department of Education Office of Special Education Programs (OSEP), Bookshare offers free memberships to U.S. schools and qualifying U.S. students. 
• Learning Ally Learning Ally has 80,000 + human-narrated audio books available to individuals with print disabilities. The materials can be delivered through internet downloads and accessed using various mainstream and assistive technology devices. Through a contract with TEA, Learning Ally offers free memberships to Texas K-12 public and charter schools with qualifying students.
• Talking Book Program The Talking Book Program (TBP) provides free library services to qualifying Texans with visual, physical, or reading disabilities. TBP is part of the National Library Service to the Blind and Print Disabled, a program administered by the Library of Congress. The TBP collection consists of more than 100,000 titles, including hundreds of titles in Spanish.
• International Dyslexia Association (IDA)  Is an international non-profit education and advocacy organization devoted to issues surrounding dyslexia. 
• The Yale Center for Dyslexia & Creativity The Yale Center for Dyslexia & Creativity (YCDC) is the preeminent source of cutting-edge research, informed advocacy and trustworthy resources to help those with dyslexia reach their full potential.
• Region 10 Resources Tech resources for dyslexia support.