1

Understanding Understanding

DyslexiaDyslexia

The LawsThe Laws

The Assessment and IdentificationThe Assessment and Identification

The Educational TreatmentThe Educational Treatment

A Presentation for District Use

Compiled by ESC Region XIII Dyslexia Specialists

In 1986, the first Texas State Dyslexia Law was passed after great efforts from

parents, educators, and law makers. One of the most devoted advocates for

educating children with dyslexia has been Geraldine Miller, long time member of the

State Board of Education. This presentation was developed with the hope that

district and campus administrators or dyslexia coordinators and campus dyslexia

contacts will be able to educate teachers about the need for early intervention,

assessment, identification, and educational treatment according to State Laws and

Guidelines as they are presented in The Blue Book revised 2007, The Texas State

Dyslexia Handbook.

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TEC 28.006TEC 28.006

Each school district shall administer, at the Each school district shall administer, at the KK, ,

FirstFirst and and SecondSecond grade levels, grade levels, a reading a reading

assessmentassessment from a list approved by the from a list approved by the

Commissioner or by the districtCommissioner or by the district--level level

committee.committee.

Each school district shall Each school district shall notify the notify the

parent/guardianparent/guardian of each student in of each student in K, 1, 2K, 1, 2

who is determined on the basis of the reading who is determined on the basis of the reading

instrument results, to be instrument results, to be at risk for dyslexia at risk for dyslexia

or other reading difficulties.or other reading difficulties.

Dyslexia Handbook page 45

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TEC 28.006TEC 28.006

Program Monitoring (formally District Program Monitoring (formally District

Effective & Compliance (DEC) monitoring) Effective & Compliance (DEC) monitoring)

of Kof K--2 Assessment & Accelerated Reading 2 Assessment & Accelerated Reading

Instruction (ARI) included in Dyslexia Instruction (ARI) included in Dyslexia

Indicators.Indicators.

Dyslexia Handbook page 45

The SSI is the aka Texas Reading Initiative. The 76th Tx. Legislature

amended the TEC, Sec 28.006 and approved the implementation of the SSI.

2 programs comprise the SSI:

The Teacher Reading Academies

The Accelerated Reading Instruction Program

The Initiative is to provide support for professional

development of teachers and the implementation of scientific, research-

based reading programs to support students in their reading development in

the early grades of school.

From TEA web page

WHAT ELSE IS INCLUDED IN THE SSI?

Early Reading Assessment K,1,2, (HB 107) to be used to identify students

in need of acceleration.

Parents must be notified of the results.

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TEC 28.006TEC 28.006

The district or charter school The district or charter school must must also also implement an accelerated (intensive) reading implement an accelerated (intensive) reading program that appropriately addresses the program that appropriately addresses the studentsstudents reading difficulties and enables them reading difficulties and enables them to to catch upcatch up with their typically performing with their typically performing peers.peers.

TEA, The Dyslexia HandbookTEA, The Dyslexia Handbook--Revised 2007Revised 2007

(Additional information pertaining to initiative that (Additional information pertaining to initiative that support the reading achievement of Texas support the reading achievement of Texas students is available on the Texas Education students is available on the Texas Education Agency Web page: Agency Web page: www.tea.state.tx.uswww.tea.state.tx.us))

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Gathering Data before Gathering Data before

referring for Dyslexia referring for Dyslexia

Identification Identification (see handouts)(see handouts) Vision ScreeningVision Screening

Hearing ScreeningHearing Screening

Teacher reports of Teacher reports of classroom concernsclassroom concerns

Basal reading series Basal reading series assessmentassessment

Accommodations & Accommodations & modifications in classmodifications in class

Academic progress Academic progress

reportsreports

Samples of school workSamples of school work

Parent conferencesParent conferences

Testing for ESL, limited Testing for ESL, limited

English proficiencyEnglish proficiency

Speech & Lang. Speech & Lang.

screening through a screening through a

referral processreferral process

KK--2 TEC 28.006 or State 2 TEC 28.006 or State

Assessment Assessment

At any time that a student continues to struggle with one or more

components of reading, districts and Charter schools must collect additional

information about the student. Districts and charter schools will use this

formation to evaluate the students academic progress and determine what

actions are needed to ensure the students improved academic performance.

Some of the information that the district or charter school collects is in the

students cumulative folder; other information is available from teachers and

parents. Information to be considered includes the results from some or all

of the following:

Teachers would be well advised to begin maintaining data on each of their

students.

Within the Region XIII Deluxe Dyslexia Handbook is a sample form for Data

Gathering. District Dyslexia Contacts have been provided with an electronic

copy of this Handbook with sample forms.

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Additional Info to GatherAdditional Info to Gather

The studentThe students reading performance including s reading performance including

the State student assessment program as the State student assessment program as

described in TEC Sec. 39.022described in TEC Sec. 39.022

Response to additional reading instruction (if Response to additional reading instruction (if

placed in additional reading instruction)placed in additional reading instruction)

TeacherTeachers inputs input

ParentParents input and Family Historys input and Family History

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TEC 38.003 TEC 38.003

State LawState Law

Screening and Treatment for Dyslexia and Screening and Treatment for Dyslexia and

Related Disorders:Related Disorders:

(a) Student enrolling in public schools in (a) Student enrolling in public schools in

this state this state shallshall be tested for dyslexia and be tested for dyslexia and

related disorders at appropriate times in related disorders at appropriate times in

accordance with a program approved by accordance with a program approved by

the SBOE.the SBOE.

Students enrolling in public schools in Texas shall be assessed for dyslexia and

related disorders at appropriate times (TEC 38.003 (a). The appropriate time

depends upon multiple factors including the results of data gathered and reviewed

by a committee of knowledgeable persons. Notice that the decision to assess for

dyslexia is not based strictly on one factor such as whether the student passed or

failed the TAKS assessment or on the basis of one teacher or parent report.

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When is it time to refer a When is it time to refer a

student for formal student for formal

assessment?assessment?

According to the State Education Code and the Dyslexia According to the State Education Code and the Dyslexia Blue Handbook:Blue Handbook:

The appropriate time for assessing is early in a The appropriate time for assessing is early in a studentstudents school career (19 TAC 74.28), s school career (19 TAC 74.28), the the earlier the betterearlier the better..

Students should be recommended for Students should be recommended for assessment for dyslexia even if the reading assessment for dyslexia even if the reading difficulties appear later in a studentdifficulties appear later in a students school s school career.career.

Additional guidance on when the appropriate time to assess includes:

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An appropriate time could be:An appropriate time could be:

When poor When poor performance in one performance in one or more areas of or more areas of reading and/or the reading and/or the related areas of related areas of writing and spelling writing and spelling are unexpectedare unexpected

for the studentfor the students s age/grade.age/grade.

Some or all of the Some or all of the

characteristics of characteristics of

dyslexia.dyslexia.

when a student fails when a student fails

the reading or writing the reading or writing

portion of TAKS (but portion of TAKS (but

is not necessary)is not necessary)

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Before dyslexia assessment takes place, a Before dyslexia assessment takes place, a

review of the data gathered regarding the review of the data gathered regarding the

studentstudents performance should be s performance should be

reviewed by a problem solving committee reviewed by a problem solving committee

such as a GIST or LST.such as a GIST or LST.

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What do we need to know about What do we need to know about

dyslexia to both instruct and dyslexia to both instruct and

identify those students who need identify those students who need

the components of a dyslexia the components of a dyslexia

reading program?reading program?

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Dyslexia occurs primarily at the

level of the single word and involves

the ability to decode printed words.

Florida Center for Reading Research, Barbara Foorman

Dyslexia is the most common, most highly Dyslexia is the most common, most highly

researched, and best understood form of researched, and best understood form of

learning disabilitieslearning disabilities

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Definition:

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 Board of Directors, International Dyslexia Association, November 2002

The definition of dyslexia continues to evolve since it was first defined some 60+

years ago. It has changed from a definition of word blindness based on

observation of symptoms to the above definition which is based on both brain and

educational research using advanced technology. In fact, single word reading

deficiencies is the most highly researched form of any type of learning disability.

Lets take a moment to read through it.

As I have told my students many times, this passage is not nearly as boring as it

may seem upon first reading.

(Supplemental note: presenter may want to refer to additional research discussing

deficient rapid automatized naming and its impact on single word identification and

reading fluency. Excellent sources for this information include: )

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Specific Learning Specific Learning

Disability or Specific Disability or Specific

Developmental Developmental Dyslexia Dyslexia

Developmental Developmental

Disorder of suspected congenital or Disorder of suspected congenital or

hereditary origin, in contrast to acquired hereditary origin, in contrast to acquired

dyslexiadyslexia

Does not mean that the disorder will Does not mean that the disorder will

disappear with maturitydisappear with maturity

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.that is neurological in .that is neurological in

origin.origin.

Converging evidence using functional Converging evidence using functional

brain imaging in adult dyslexic readers brain imaging in adult dyslexic readers

show a failure of left hemisphere show a failure of left hemisphere

posterior brain systems to function posterior brain systems to function

properly during reading.properly during reading.

1. neurobiological in origin:

dyslexia results from differences in how the brain functions not

differences in structure.

Dyslexics are born with the condition

it tends to run in families there is a genetic component

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Brain Systems for Reading

Occipito-temporal

(word form/orthographic

processing)

Parieto-temporal

(word analysis)

Brocas area

Inferior frontal gyrus

(articulation/word analysis)

Sally Shaywitz, Overcoming Dyslexia, 2003

Phonological

Processing

Sound

Symbol

connection

Automatic

word

recognition

Imaging studies have identified at least two neural pathways for reading:

one for beginning reading, for slowly sounding out words

another that is a speedier pathway for skilled reading.

Good readers activate highly interconnected neural systems that encompass regions in the back and front of the left side of the brain. The reading circuitry includes brain regions dedicated to the processing the visual features, that is the lines and curves that make up letters, and to transforming the letters in to the sounds of language and to getting the meaning of words.

Most of the reading part of the brain is in the back (posterior reading system)

Parieto-temporal system novice reader: Sound-Symbol connection

Slow and analytic

Function seems to be in early stages..initially analyzing a word, pulling it apart, and linking its letters to their sounds

Occipito-temporal hub where information from different sensory systems comes together and where, for example, all the information about a word how it looks, how it sounds, and what it means is tightly bound together and stored.

Express pathway used by skilled readers

Word form system: Orthographic processing

After a child has analyzed and correctly read a word several times, he forms an exact neural model of that specific word; the model reflecting the words spelling, its pronunciation, and its meaning, is now permanently stored in the occipito-temporal system. Subseqently, just seeing the word in print immediately activates the word form and all the relevant information about that word. It all happens automatically, without conscious thought or effort.

Third reading pathway Brocas area: Phonological processing

Helps in slowly analyzing the word. Used by beginning readers

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Sally Shaywitz, Overcoming Dyslexia, 2003

A neural signature for dyslexia: Underactivation of neural systems in the

back of the brain

Because they underactivate neural pathways in the back of the brain, dyslexic

readers have initial trouble analyzing words and transforming letters into sounds,

and even as they mature, they remain slow and not fluent readers.

Older dyslexic children:

Show increased activation in frontal regions so that by adolescence they are

demonstrating a pattern of overactivation in brocas region that is, they are

increasingly using these frontal regions for reading:

A means of compensating is to subvocalize as you read: this process

utilizes Brocas area which is responsible for articulating spoken words.

This helps the reader to develop an awareness of the sound structure of a

word by physically forming the word with his lips, tongue, and vocal cords it

allows them to read, but more slowly and less efficiently then if the

occipitotemporal word identification system were functioning.

This pattern of underactivation in the back of the brain provides a

neural signature for the phonologic difficulties characterizing dyslexia.

It is universal true of dyslexics in all languages and all ages.

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Sally Shaywitz, Overcoming Dyslexia, 2003

Dyslexic readers use compensatory

systems to read

As dyslexic readers try to sound out words - the posterior system in the left side of

the brain is not working; instead these slow but accurate readers are relying on

alternate secondary pathways, not a repair, but a different route to reading. In

addition to the greater reliance on Brocas area, dyslexics are also using other

auxiliary systems for reading, ones located on the right side (right

occipitotemporal area) as well as in the front of the brain which may be used by

the dyslexic reader to facilitate visual pattern recognition, compensating for the

impaired word analysis systems in the left posterior regions. The shift to ancillary

neural systems in dyslexic readers may support accurate, but not fluent and

automatic, word reading.

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Sally Shaywitz, Overcoming Dyslexia, 2003

Effective reading interventions

result in brain repair

One year following an effective reading intervention, dyslexic children have

developed left-side reading systems in both the front and back of the brain.

These findings provide powerful evidence that early intervention with an

effective reading program leads to the development of primary, automatic

reading systems and allows a child to catch up to his classmates.

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The Reading/Spelling CharacteristicsThe Reading/Spelling Characteristics

are the Result of Difficulty With:are the Result of Difficulty With:

The development of phonological awareness, The development of phonological awareness, including segmenting, blending, and including segmenting, blending, and manipulating sounds in words;manipulating sounds in words;

Learning the names of letters and their Learning the names of letters and their associated sounds;associated sounds;

Phonological memory (holding information Phonological memory (holding information about sounds and words in memory); about sounds and words in memory); and/orand/or

Rapid naming of numbers or letters of the Rapid naming of numbers or letters of the alphabet. (colors and familiar objects for nonalphabet. (colors and familiar objects for non--readers)readers)

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Phonology refers to the sounds and sound sequences that we process and/or produce

Semantics knowledge of specific words and their meanings

Syntax methodology of joining words to form meaningful sentences, incorporating the rules of grammar

Discourse language that goes beyond the sentence level (i.e., passages and paragraphs)

Language LadderLanguage Ladder

Area of deficit in dyslexia

Think of language as a ladder:

Upper levels components involved with semantics (vocabulary or word meanings),

syntax (grammatical structure), and discourse (connected sentences).

Lower level phonologic module dedicated to processing the distinctive sound

elements of language.

Phoneme: defined as the smallest unit of speech that distinguishes one word from

another

it is the fundamental element of the language system, the essential

building block of all spoken and written words

different combinations of just 44 phonemes produce all of the words in

the English language

Before words can be identified, understood, stored in memory, or

retrieved from it, they must first be broken down into phonemes by the

neural machinery of the brain.

Language is a code, and the only code that can be recognized by

the language system and activate its machinery is the phonologic

code.

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READING

Decoding

Word Identification

Comprehension

Meaning

DYSLEXIA

Language System Reading

Discourse

Syntax

Semantics

Phonology Decoding

Comprehension]

Sally Shaywitz, Overcoming Dyslexia, 2003

Fluency

Two major components of reading: decoding & comprehension

A phonologic weakness interferes with decoding; higher abilities necessary for

comprehension are intact

A phonologic weakness blocks decoding, which in turn interferes with word

identification. This prevents a dyslexic reader from applying his higher-level skills to

get at a words meaning. But even if he cant identify the word specifically, he can

apply these higher-level skills to the context around the unknown word to guess at

its meaning.

Example:WIAT-II reading comprehension sentence about the avalanche covering

the road with debris. The student was unable to read the word, however, when

asked to define it didnt have any trouble.

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Known as the Matthew Effect: The rich get richer and the poor get poorer. Over

time, poor readers will not be able to achieve the advances in both vocabulary and

language comprehension. This chart included in Sally Shaywitzs book,

Overcoming Dyslexia, indicates the correlation of reading test scores relative to

the number of words readers become exposed to on a daily basis. The gap keeps

growing with each year of limited exposure to reading.

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....that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction.

Unexpected:

Oral language skills

Ability to learn in the absence of print

CogAT scores

Intellectual functioning

Strong math skills in comparison to reading skills

Effective classroom instruction:

If a student enters school without some of the foundational skills for learning to

read did the child receive instruction in those skills?

Effective early interventions have the capability of reducing the expected

incidence of reading failure from 18% of the school-age population to 1.4

5.4%.

Second group of poor readers: developed into poor readers as a result of

experience. It may be the result of a combination of poor reading instruction

in school and a disadvantaged language environment at home. In this group

the wiring for the posterior reading system may have been laid down early on

but never activated appropriately ; the system is there, but it is not

functioning properly.

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Unexpected in relation to Unexpected in relation to

other cognitive abilities other cognitive abilities

Examples Examples

Decoding

Sea of Strengths Model of Dyslexia

Shaywitz, Overcoming Dyslexia, 2003

Reasoning

Concept formation Comprehension

General Knowledge

Problem SolvingVocabulary

Critical thinking

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Unexpected in relation to Unexpected in relation to

other cognitive abilities other cognitive abilities

Examples Examples

Ability to learn orally in class: Science, Ability to learn orally in class: Science,

Social Studies, etc.Social Studies, etc.

Able to learn and express meanings of Able to learn and express meanings of

words (vocabulary)words (vocabulary)

Average or above reading comprehensionAverage or above reading comprehension

Understanding of math word problemsUnderstanding of math word problems

CogATCogAT scores or scores from other group scores or scores from other group

administered ability assessmentadministered ability assessment

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Common Signs of Common Signs of

Dyslexia:Dyslexia:

The following signs may be associated The following signs may be associated

with dyslexia if they are unexpected for with dyslexia if they are unexpected for

the individualthe individuals age, educational level, or s age, educational level, or

cognitive abilities:cognitive abilities:

The information for Common Signs of Dyslexia compiled from the following

sources:

Common Signs, Retrieved July 10, 2006, from The International Dyslexia

Association web site.

Shaywitz S. (2003). Overcoming Dyslexia: A New and Complete Science-Based

Program for Reading Problems at Any Level.

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PrePre--School:School:

May talk later than most childrenMay talk later than most children

May have difficulty with rhymingMay have difficulty with rhyming

May have difficulty pronouncing words, i.e., May have difficulty pronouncing words, i.e., busgettibusgetti for spaghettifor spaghetti, , mawn lowermawn lower for for lawn mowerlawn mower

Poor auditory memory for nursery rhymes Poor auditory memory for nursery rhymes and chantsand chants

May be slow to add new vocabulary wordsMay be slow to add new vocabulary words

May be unable to recall the right wordMay be unable to recall the right word

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

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Kindergarten through Third Grade:Kindergarten through Third Grade:

Fails to understand that words come apart; for Fails to understand that words come apart; for

example, that snowman can be pulled apart into example, that snowman can be pulled apart into

snow and man, and later on, that the word man can snow and man, and later on, that the word man can

be broken down still further and sounded out as /m/ be broken down still further and sounded out as /m/

/a/ /n/;/a/ /n/;

Has difficulty learning the letter names and their Has difficulty learning the letter names and their

corresponding sounds;corresponding sounds;

Has difficulty decoding single words (reading single Has difficulty decoding single words (reading single

words in isolation); lack of a strategy;words in isolation); lack of a strategy;

Has difficulty spelling phonetically;Has difficulty spelling phonetically;

Reads dysfluently (choppy and labored);Reads dysfluently (choppy and labored);

Relies on context to recognize a wordRelies on context to recognize a word

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Fourth Grade Through High Fourth Grade Through High

School:School:

Has a history of reading and spelling Has a history of reading and spelling

difficultiesdifficulties

Avoids reading aloudAvoids reading aloud

Reads most materials slowly; oral reading is Reads most materials slowly; oral reading is

labored, not fluentlabored, not fluent

Avoids reading for pleasureAvoids reading for pleasure

May have an inadequate vocabularyMay have an inadequate vocabulary

Has difficulty spelling; may resort to using Has difficulty spelling; may resort to using

less complicated words in writing that are less complicated words in writing that are

easier to spelleasier to spell

The information for Common Signs of Dyslexia was compiled from the following

sources:

Common Signs. Retrieved July 10, 2006, from The International Dyslexia

Association Web site;

http://www.interdys.org/servlet/compose?section_id

Shaywitz, s. (2003). Overcoming dyslexia: A new and completed Science-Based

Program for Reading Problems at any Level.

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Common Myths

1.Individuals with dyslexia see letters and words backwards.

2.Colored lenses or overlays can correct the reading difficulty.

3. More boys than girls havedyslexia.

4. Dyslexia can not be identified until the third grade.

1. Reversals are developmentally normal through second grade and common within many learning disabilities. A diagnosis of dyslexia cannot be made based on any single characteristic. Reasons for seeing reversals may include:

they have not made a reliable association between the letter name and letter form.

When they read felt as flet, they demonstrate insufficient knowledge of common orthographic patterns (frequently occurring letter sequences).

2. While colored lenses or overlays may improve visual processing of print and delay reading fatigue, they do not correct single word reading deficits. Research on this topic is very controversial and does not substitute as an identification for dyslexia.

3. The gender ratio is no different than in the general population.

4. Early intervention is critical to the success of students with dyslexia. Educators need to assess kindergartners phonemic awareness, letter knowledge, speed of naming, and sound-symbol matching because these skills predict reading success in first and second grade. Dyslexia can be identified with certainty by mid-point of first grade after students have been exposed to effective reading instruction.

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5. If a person is able to read, he cannot be dyslexic.

6. Students with dyslexia can learn to read just like anybody else; they just progress at a slower rate.

7. Students with dyslexia struggle with phonics; therefore, phonics should be avoided with these students.

5. Dyslexia is a processing difference resulting in how the brain is organized. Many

who receive appropriate remediation do learn to read, but they remain dyslexic.

Even when they do learn to read, their processing differences often affect

automaticity and efficiency.

6. Dyslexia is not a developmental lag; rather it reflects a persistent deficit

indicating that more time or a slower approach will not remediate the problem.

7. It is true that dyslexic students may have great difficulty with phonics

development. Often it is due to poor development of the necessary foundation

skills in phonological awareness. Research supports and substantiates the need

for multisensory phonics in this population of learners, along with a need for

development and/or remediation of the phonological processing gaps.

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8. Dyslexia is a medical or clinical problem, so only medical doctors or psychologists can diagnose dyslexia

9. Dyslexia is a general, catch-all term for any student having difficulty with reading

10. Students outgrow dyslexia

8. Dyslexia is a learning disability which should be identified by educators.

Professionals who identify dyslexia should be knowledgeable in how students

process language and learn to read, and why some students have difficulty

learning to read.

9. Dyslexia is a specific learning disability that is neurobiological in origin. The

research-based definition of dyslexia adopted by the International Dyslexia

Association and supported by the National Institutes of Health provides clear

delineation of the characteristics of dyslexia.

10. Dyslexia is neurobiological in origin and, as such, is a lifelong learning disability.

Students with dyslexia can overcome their academic difficulties with early

identification and intervention, but they will always have dyslexia.

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If the data provides If the data provides

evidence of reading evidence of reading

difficulty after adequate difficulty after adequate

instruction, then 504 instruction, then 504

procedures to initiate a procedures to initiate a

formal assessment begin.formal assessment begin.

Parents must be notified of their rights under Section 504 of the American with

Disabilities Act and the ADA Amendments of 2008.

Parents must sign a consent approving formal assessment to identify a disability

(dyslexia).

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Formal AssessmentFormal Assessment

The following are domains to assess:The following are domains to assess:

Reading Achievement:Reading Achievement:

Reading of real and nonsense words in isolation (decoding)Reading of real and nonsense words in isolation (decoding)

Letter knowledge (name and associated sounds);Letter knowledge (name and associated sounds);

Reading Fluency (rate and accuracy);Reading Fluency (rate and accuracy);

Reading ComprehensionReading Comprehension

Written spellingWritten spelling

Underlying Causes: Phonological Awareness, Phonological Memory,Underlying Causes: Phonological Awareness, Phonological Memory, and and Rapid NamingRapid Naming

Additional areas that can be assessed include oral language or Additional areas that can be assessed include oral language or comprehension, vocabulary, written expression, handwriting, and comprehension, vocabulary, written expression, handwriting, and mathematics.mathematics.

Diagnosticians or teachers trained in the standardized administration of selected

assessments may administer the formal assessment. Note that IQ testing is not a

domain to assess; however, identification of dyslexia (as stated in the TEC Sec.

38.003 definition) includes the words adequate intelligence. There is no state

defined cutoff score for IQ in the identification of dyslexia, but students need to be

able to demonstrate an ability to learn within the context of other academic subjects.

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Severe lack of achievementSevere lack of achievement

Severe underlying causesSevere underlying causes

CoCo--occurring learning occurring learning

disabilitiesdisabilities

will likely warrant referral for will likely warrant referral for

comprehensive individual evaluation to comprehensive individual evaluation to

determine Special Education eligibility.determine Special Education eligibility.

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English Language English Language

LearnersLearners

Much diversity exists among English Language Much diversity exists among English Language Learners.Learners.

The identification and service delivery process for The identification and service delivery process for dyslexia must be in step with the studentdyslexia must be in step with the students s linguistic environment and educational linguistic environment and educational background. Involvement of the Language background. Involvement of the Language Proficiency Assessment Committee (LPAC) is Proficiency Assessment Committee (LPAC) is recommended and is necessary for those recommended and is necessary for those students identified as LEP (Limited English students identified as LEP (Limited English Proficient).Proficient).

See The Dyslexia HandbookSee The Dyslexia Handbook--Revised 2007 for Revised 2007 for additional Data Gathering.additional Data Gathering.

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Special EducationSpecial Education

If a student with dyslexia is referred for If a student with dyslexia is referred for

Special Education, districts and charter Special Education, districts and charter

schools follow IDEIA. In IDEIA, dyslexia is schools follow IDEIA. In IDEIA, dyslexia is

considered one of the variety of etiological considered one of the variety of etiological

foundations for foundations for specific learning specific learning

disabilitydisability..

Page 10 of The Dyslexia Handbook Revised 2007 states:

At any time during the assessment for dyslexia, identification process, or

instruciton related to dyslexia, students may be referred for evaluation for

special education. At times, students will display additional factors/areas

complicating their dyslexia and requiring more support than what is available

through dyslexia instruction. At other times, students with severe dyslexia or

related disorders will be unable to make adequate academic progress within

any of the programs described in the procedures related to dyslexia. In such

cases, a referral to special education for evaluation and possible

identification as a child with a disability within the meaning of the Individuals

with Disabilities Education Act of 2004 (IDEA) (20 U.S.C. section 1400 et

seq.) should be made as needed.

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Global View of Dyslexia in Global View of Dyslexia in

the State of Texasthe State of Texas

z

Regular Ed.

504

Dyslexia

Special

Education

All students, whether disabled or non-disabled are regular education students.

Students identified as having dyslexia within the guidelines of Texas state laws may

be served through regular education, regular education and protected by Section

504 of ADA, or through IDEA special education services in combination with any of

the above.

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Special EducationSpecial Education

When a student with dyslexia is eligible When a student with dyslexia is eligible

for Special Education service, the ARD for Special Education service, the ARD

committee MUST include appropriate committee MUST include appropriate

reading instruction in the IEP as required reading instruction in the IEP as required

for dyslexia service in the State Dyslexia for dyslexia service in the State Dyslexia

Handbook.Handbook.

See page 10 of The Dyslexia Handbook Revised 2007

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After a student is identified for After a student is identified for

dyslexia, a more intensive dyslexia, a more intensive

intervention in a dyslexia reading intervention in a dyslexia reading

program begins with a program begins with a highly highly

qualifiedqualified teacher.teacher.

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TEC 38.003 cont.TEC 38.003 cont.

(b) in accordance with the program (b) in accordance with the program

approved by the SBOE, the board of approved by the SBOE, the board of

trustees of each school district trustees of each school district shall shall

provide for the treatment of any student provide for the treatment of any student

determined to have dyslexia or a related determined to have dyslexia or a related

disorder.disorder.

See page 11 of The Dyslexia Handbook for more complete procedures for how the

board of trustees of school districts are instructed to provide an appropriate

instructional program for the student.

43

The most powerful interventions that have The most powerful interventions that have

been identified for reading disabilities to date been identified for reading disabilities to date

consist of a combination of explicit instruction consist of a combination of explicit instruction

in soundin sound--symbol relationships (phonics) and symbol relationships (phonics) and

direct and integrated instruction in text reading direct and integrated instruction in text reading

and comprehension. This balanced approach and comprehension. This balanced approach

appears to be necessary for adults, as well as appears to be necessary for adults, as well as

children with reading disabilities.children with reading disabilities. Dr. Reid Dr. Reid

Lyon Lyon NICHD/NIH Report on Research NICHD/NIH Report on Research

((www.nih.govwww.nih.gov))

44

Descriptors for an Effective Descriptors for an Effective

Dyslexia Reading ProgramDyslexia Reading Program

Phonemic awareness Phonemic awareness enables students enables students

to detect, segment, blend, and to detect, segment, blend, and

manipulate sounds in spoken languagemanipulate sounds in spoken language

AndAnd

Letter RecognitionLetter Recognition

Reading programs must include the foundational stages for reading acquisition if

criterion referenced assessments administered to the student indicate the need for

instruction, no matter the age of the student.

45

Components of Effective Instruction Components of Effective Instruction

(continued)(continued)

GraphophonemicGraphophonemic knowledge knowledge more than more than

the sounds of the alphabet. The student the sounds of the alphabet. The student

learns to blend and segment sounds learns to blend and segment sounds

within orthographic patterns so that they within orthographic patterns so that they

can both attack unknown words can both attack unknown words

phonetically, and store and retrieve phonetically, and store and retrieve

whole words from memory so that word whole words from memory so that word

recognition can become automatic.recognition can become automatic.

The new TEKS objectives for ELA in K-2 have been changed to reflect needed

objectives to insure that students are presented with this foundational knowledge.

Many courses of higher education teacher training have not yet incorporated pre-

service teacher training into their teacher education programs. Professional

development offerings often must be provided to enable in-service teachers

acquisition of this depth of knowledge of the structure of the English language.

Due to the national percentage of students with reading difficulties who struggle with

single word reading deficits, this component of dyslexia reading programs is now

being incorporated into core curriculum programs of reading instruction, but should

not take the place of literature based instruction. While all students will not need the

same degree of instruction with this component of reading instruction, classroom

reading and language arts teachers may better teach and support students with

increased graphophonemic knowledge than has historically been offered in pre-

service teacher education programs.

46

Components of Effective Components of Effective

Instruction (continued)Instruction (continued)

Language structure that encompasses:Language structure that encompasses:

Morphology Morphology the study of meaningful units the study of meaningful units of language such as prefixes, suffixes, and of language such as prefixes, suffixes, and rootsroots

Semantics Semantics ways that language conveys ways that language conveys meaningmeaning

Syntax Syntax sentence structuresentence structure

Pragmatics Pragmatics how to use language in a how to use language in a particular contextparticular context

47

Components of Effective Components of Effective

Instruction(continuedInstruction(continued))

Linguistic instruction including Linguistic instruction including

fluency with the patterns of fluency with the patterns of

language so that words and language so that words and

sentences are the carriers of sentences are the carriers of

meaning.meaning.

48

Components of Effective Components of Effective

Instruction (continued)Instruction (continued)

StrategyStrategy--oriented instruction in the strategies oriented instruction in the strategies students use for decoding, encoding, word students use for decoding, encoding, word recognition, fluency, and comprehension and recognition, fluency, and comprehension and that students need to become independent that students need to become independent readers.readers.

49

Explicit, direct instructionExplicit, direct instruction

Systematic, structured, sequential and cumulativeSystematic, structured, sequential and cumulative

No assumption of prior skillsNo assumption of prior skills

IndividualizedIndividualized

Maximizes student engagement in a small group Maximizes student engagement in a small group

Intensive Intensive recommended 3recommended 3--5x per week for 505x per week for 50--60 min.60 min.

Meaning based directed toward purposeful reading and writing wiMeaning based directed toward purposeful reading and writing with an th an

emphasis on comprehension and compositionemphasis on comprehension and composition

Multisensory instruction that incorporates the simultaneous use Multisensory instruction that incorporates the simultaneous use of two of two

or more sensory pathways during teacher presentation and studentor more sensory pathways during teacher presentation and student

practice.practice.

INSTRUCTIONAL

APPROACHES

50

Sufficient Duration of Sufficient Duration of

Dyslexia Reading ProgramDyslexia Reading Program

One of the most common errors in teaching a One of the most common errors in teaching a student with dyslexia to read is to withdraw student with dyslexia to read is to withdraw prematurely the instruction that seems to be prematurely the instruction that seems to be working. A child who is reading accurately but working. A child who is reading accurately but not fluently at grade level still requires intensive not fluently at grade level still requires intensive reading instruction.reading instruction.

Source: Source: ShaywitzShaywitz, S. (2003) Overcoming Dyslexia: A new and , S. (2003) Overcoming Dyslexia: A new and complete sciencecomplete science--based program for reading problems at any based program for reading problems at any level. New York: Alfred A. Knopf, p. 259. Also sited in Texas Slevel. New York: Alfred A. Knopf, p. 259. Also sited in Texas State tate Dyslexia Handbook, Revised 2007.Dyslexia Handbook, Revised 2007.

Reading coaches, volunteers, and parents can be trained to provide the additional

time and practice for students to develop great automaticity and fluency with letter

recognition, single word reading, and connected text fluency.

51

A smile or gesture of encouragement at the right moment may A smile or gesture of encouragement at the right moment may act like sunlight on a closedact like sunlight on a closed--up flower; it may be the turning point up flower; it may be the turning point for a struggling life.for a struggling life.

Author UnknownAuthor Unknown