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Dyslexia

What is Dyslexia?

 

Dyslexia is a learning disorder that involves difficulty reading due to problems identifying speech sounds and learning how they relate to letters and words (decoding). Also called reading disability, dyslexia affects areas of the brain that process language. 

The student who struggles with reading and spelling often puzzles teachers and parents. The student displays the 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: (1) “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. 

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 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.

Dyslexia Coordinator

To request an evaluation of your student for Dyslexia Services please contact our Dyslexia Coordinator 

Bree Treadway
903.939.8000 x1005
Click Here to Email

Parent Guides

ENGLISH
Dyslexia Handbook
Dyslexia for Parents

SPANISH
Manual Sobre Dislexia
Dislexia y trastornos relacionados

Characteristics / Consequences

 

Primary Reading & Spelling Characteristics:

  • 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.
  • DOCUMENT Risk Factors for Dyslexia Per Grade

Reading & Spelling Characteristics Associated Items:

  • Segmenting, blending, and manipulating sounds in words (phonemic awareness)
  • Learning the names of letters and their associated sounds 8 x 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)

Potential Consequences:

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

 

Now What?

 

Suggestions for Parents of Students Identified with Dyslexia:

  • Learn more about dyslexia
  • Understand your child's strengths and challenges and help your child understand them.
  • Collaborate with educators
  • Support your child.
    • Share reading experiences as a family by listening to books and stories while in the car or reading aloud to your child.
    • Provide audio books when your child needs to understand the text, but the reading level is too difficult.
    • Explore a variety of learning experiences such as museums, historical sites, community events and other opportunities for learning.
    • Assist your child with organization of time, student area, and materials.
    • Praise your child frequently and specifically for good effort as well as for success in a variety of areas, not just school work.

 

Reading Suggestions for Parents:

 

  • The Secret Life of the Dyslexic Child by Robert Frank
  • Overcoming Dyslexia:  A New and Complete Science-Based Program for Reading Problems at Any Level by Sally Shaywitz, MD
  • Straight Talk about Reading by Susan Hall and Louisa Moats
  • Basic Facts about Dyslexia and Other Reading Problems:  What Everyone Ought to Know by Louis Moats and Karen E. Dakin
  • Educational Care:  A System for Understanding and Helping Children with Learning Differences at Home and in School
  • Smart Kids with School Problems by Priscilla Vail

 

Reading Suggestions for Kids:
  • It's Called Dyslexia by Jennifer Moore-Mallinos & Nuria Roca
  • I Have Dyslexia by David P. Hurford  ---There are a girl and boy versions of this book.
  • How Dyslexic Benny Became a Star:  A Story of Hope for Dyslexic Children and Their Parents by Joe Griffith
  • Thank You, Mr. Falker by Patricia Polacco
  • Charlie's Challenge by Ann Root and Linda Gladden
  • The Hank Zipzer Series:  I Got a "D" in Salami and More by Henry Winkler 
  • The Alphabet War by Diane Burton Robb
  • I Have Dyslexia. What Does That Mean?  by Shelley Ball-Dannenberg and Delaney Dannenberg
  • If You're So Smart, How Come You Can't Spell Mississippi by Barbara Esham

External Resources

SB Bill 2075: Relating to public school compliance with dyslexia screening, reading instrument requirements, and a requirement that a school district notify certain parents or guardians of a program providing students with reading disabilities the ability to borrow audiobooks free of charge.

FREE AUDIOBOOKS:
Learning Ally Audiobooks
Bookshare Ebooks
Texas State Library and Archives

FREE AUDIOBOOKS FOR KIDS:
Learning Lift Off
Reference List