Dyslexia and Related Disorders *

Characteristics

100

Disorder of constitutional origin manifested by a difficulty in learning to read, write, or spell, despite conventional instruction, adequate intelligence, and sociocultural opportunity.

What is Dyslexia (TEC definition)?

200

1) Difficulty reading real words in isolation, 2) Difficulty accurately decoding nonsense words, 3) Slow, inaccurate, or labored oral reading (lack of reading fluency), 4) Difficulty with learning to spell

What are the primary reading/spelling characteristics of dyslexia?

300

1) Fails to understand that words come apart, 2) Has difficulty learning the letter names and their corresponding sounds, 3) Has difficulty decoding single words (reading single words in isolation), 4) Has difficulty spelling phonetically

What is the evidence of dyslexia for students in the K through Third Grade age range?

400

1) Has a history of reading and spelling difficulties, 2) Avoids reading aloud, 3) Reads most materials slowly, labored and not fluently, 4) may have an inadequate vocabulary, 5) Has difficulty spelling; may resort to using less complicated words in writing that are easier to spell

What is the evidence of dyslexia for students in the 4th grade through High School grade levels?

500

1) Developmental auditory imperceptions, 2) Dysphasia, 3) Developmental dysgraphia, 4) Developmental spelling disability, 5) Specific developmental dyslexia

What are Related Disorders?

Assessment Process

100

At any time that a student continues to struggle with one or more components of reading, schools must collect additional information about the student. This information should include data that demonstrates the student was provided appropriate instruction and documentation of repeated assessments of achievement.

What is the FIRST step in the assessment process for any student exhibiting learning difficulties?

200

1) Vision and Hearing screening, 2) Teacher reports of classroom concerns, 3) Samples of school work, 4) Parent conferences, 5) The K-2 reading instrument, 6) Progress reports / Report cards

What is additional information used during the data gathering process before assessing a student for dyslexia?

300

1) Notify parents of proposal to assess student for dyslexia, 2) Inform parents or guardians of their rights under 504, 3) Obtain permission from the parent to assess the student, 4) Assess student, being sure that individuals/professionals who administer assessments have appropriate training

What is the procedure when formal assessment for dyslexia is recommended?

400

1) letter knowledge (name and associated sound), 2) reading real and nonsense words in isolation (decoding), 3) reading fluency (both rate and accuracy), 4) reading comprehension, 5) written spelling

What are areas related to reading that should be assessed?

500

Vocabulary, Listening comprehension, Oral expression, Written expression, Handwriting, Mathematical reasoning, Intelligence

What are areas that may be assessed in addition to reading based on the student's academic difficulties?

R t I

100

Meeting the academic needs of ALL students through a variety of services containing: 1) high-quality instruction and scientific research-based interventions, 2) Frequent monitoring of student progress, 3) Student response data used for educational decisions

What is Response to Intervention?

200

1) More effective instruction, 2) Increased student achievement, 3) More appropriate LD identification, 4) Increased professional collaboration, 5) Overall school improvement

What are the benefits of RtI?

300

Teachers use high-quality core class instruction aligned with TEKS in which about 80% or more of the students are successful. Screening should be done at the beginning, middle and end of the academic year.

What is Tier 1 of the multi-tiered model?

400

Students who have not responded adequately to Tiers 1 and 2 receive specific, custom-designed individual or small group instruction. 50 minutes per day is recommended in addition to their core instruction.

What is Tier 3 of a multi-tiered model?

500

Students are identified for individual or small group intervention in addition to core class instruction. This level includes scientific research-based programs, strategies, and procedures with weekly progress monitoring on target skill(s). It addresses the needs of approximately 10-15% of the students.

What is Tier 2 of a multi-tiered model?

Laws

100

Since 1995, students enrolling in public schools in the State of Texas shall be tested for dyslexia and related disorders at appropriate times in accordance with a program approved by the State Board of Education.

What is the Texas Education Code Sec. 38.003?

200

Outlines the responsibilities of districts in the delivery of services to students with dyslexia.

What is Chapter 19 of the Texas Administrative Code 74.28 (Curriculum Requirements)?

300

This "section" created and extended civil rights to people with disabilities. It provided opportunities for children and adults with disabilities in education, employment and various other settings. It established assessment and evaluation standards and procedure for students.

What is Section 504 of the Rehabilitation Act?

400

This contains the SBOE-approved procedures concerning dyslexia and related disorders. It provides school districts guidelines to follow as they identify and provide services and helps parents understand what their child deserves under Texas law.

What is The Dyslexia Handbook (revised 2007, updated 2010) - Procedures Concerning Dyslexia and Related Disorders?

500

This term that is no longer applicable to STAAR administration. Instead, students with dyslexia may be eligible for a wide range of accommodations on all content areas of the STAAR and STAAR EOC assessments.

What is Dyslexia Bundled Accommodations?

Lesson Components

100

Enables students to detect, segment, blend, and manipulate sounds in spoken language.

What is Phonemic Awareness?

200

Provides a systematic approach for single word decoding.

What is Phonics?

300

Uses research-proven directed practice in repeated reading of words, phrases, and passages to help students read newly encountered text more fluently.

What is Fluency?

400

Features multiple word learning strategies (definitional, structural, contextual) and explicit teaching techniques with application in text.

What is Vocabulary?

500

Teaches students to explicitly use and articulate multiple comprehension strategies (i.e. story structure, summarization and comprehension monitoring).

What is Reading Comprehension?