A student exhibiting characteristics of dyslexia struggles with some or all of the many facets of reading, writing and/or spelling despite displaying adequate intelligence and receiving the same classroom instruction that benefits most children. As defined in TEC§38.003:
(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.
(2) “Related disorders” includes disorders similar to or related to dyslexia such as developmental auditory imperceptions, dysphasia, specific developmental dyslexia, developmental dysgraphia, and developmental spelling disability.
The primary signs of dyslexia include difficulty with phonemic awareness, manipulation of sounds in spoken language, single-word decoding, reading fluency, and spelling. Secondary consequences of dyslexia may include problems with reading comprehension and/or written composition. These difficulties are unexpected for the student’s age, educational level, or cognitive abilities. Additionally, there is often a family history of similar difficulties.
An Arp ISD student that appears to have characteristics of dyslexia is provided reading interventions which may include small group instruction to target specific skill deficiencies, one on one instruction for fluency and phonemic awareness development, multi-sensory activities, and computer assisted programs such as EyeQ, Read Naturally, and StudyIsland. Students are also supported in the regular education setting through Inclusion services. When a student fails to make satisfactory progress, with the support of the intervention services, he/she will be assessed for dyslexia and/or related disorders.
Teachers, parents, or school administrators can request that students be assessed for dyslexia. Students must have an average or above average IQ and meet assessment qualifications to be identified as having dyslexia. If the student qualifies as dyslexic, then an individual dyslexia plan will be developed based on specific strengths and weaknesses. Section 504 may be considered for the purpose of providing additional accommodations.
For more information please contact Lara Parker Special Programs Coordinator at 903-859-4936.