DyslexiaDefinitions and Characteristics of DyslexiaThe student who struggles with reading and spelling often puzzles teachers and parents. The student displays an ability to learn in the absence of print and receives the same classroom instruction that benefits most children; however, the student continues to struggle with some or all of the many facets of reading and spelling. This student may be a student with dyslexia.
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.Related disorders include disorders similar to or related to dyslexia such as developmental auditory imperceptions, dysphasia, specific developmental dyslexia, developmental dysgraphia, and developmental spelling disorder.
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.
(Adopted by the International Dyslexia Association Board of Directors, November 12, 2002)
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)
- Difficulty spelling
It is important to note that individuals demonstrate differences in degree of impairment.The reading/spelling characteristics are most often associated with the following:
Consequences of dyslexia may include 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)
(Information adopted from "The Dyslexia Handbook", TEA, Rev. July 2014)
- Variable difficulty with aspects of reading comprehension
- Variable difficulty with aspects of written language
- Limited vocabulary growth due to reduced reading experiences
Take Flight Parent Information - PowerPoint Presentation
Texas Education Agency Dyslexia Handbook - 2018 Edition
General questions regarding the district's policies regarding dyslexia testing and services can be directed to Dr. Heather Hughes, Executive Director of Special Programs by email at email@example.com or phone at (817) 232-0880. Parents may also contact their child's campus 504 Coordinator or classroom teacher.