What is Dyslexia?
Dyslexia is a specific learning disability that is neurobiological 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.
-International Dyslexia Association
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 imperception, dysphasia, specific developmental dyslexia, developmental dysgraphia, and developmental spelling disability.
- TEC 38.003
Licensed Specialist in School Psychology, Special Programs Director - Jennifer C. Rucker
Certified Academic Language Therapist, Licensed Dyslexia Therapist - Lou Underwood
Certified Academic Language Therapist, Licensed Dyslexia Therapist - January Bauman
Certified Academic Language Therapist in Training - Taysha Feist
Certified Academic Language Therapist in Training - Jenna Hunt
How does Comanche ISD diagnose dyslexia?
Dyslexia identification involves a lengthy process. If despite conventional instruction, adequate intelligence, and sociocultural opportunity, a student still struggles to read, the student’s MTSS committee will review interventions which have been tried. If testing seems appropriate, the MTSS committee may request a dyslexia evaluation through 504 or through IDEA and Special Education. A parent may also request a dyslexia evaluation any time through either pathway. Parents are advised of their options and their rights and must give consent to test. Then, background data is gathered including vision and hearing screenings, teacher reports or classroom concerns and interventions attempted, academic progress reports, samples of school work, progress monitoring results, previous testing completed including state and standardized testing, and attendance records. Parents are asked to provide information about their child and their concerns, and a classroom observation is also performed. Once a history of reading problems is established, a formal assessment conducted by trained personnel follows. No one test for dyslexia or a specific reading disability exists, so a battery of tests are given. An evaluation under IDEA follows addition federal laws. If the child is an English Learner, more information specified by the Texas Dyslexia Handbook and/or IDEA is also gathered.
Once the dyslexia evaluation is completed, the 504 or ARD committee meets to determine if the student should be identified as dyslexic and if interventions and accommodations are needed. Parents are a part of this committee and help make educational decisions for their child.
Dyslexia is a specific learning disability that is neurobiological 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.
-International Dyslexia Association
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 imperception, dysphasia, specific developmental dyslexia, developmental dysgraphia, and developmental spelling disability.
- TEC 38.003
Licensed Specialist in School Psychology, Special Programs Director - Jennifer C. Rucker
Certified Academic Language Therapist, Licensed Dyslexia Therapist - Lou Underwood
Certified Academic Language Therapist, Licensed Dyslexia Therapist - January Bauman
Certified Academic Language Therapist in Training - Taysha Feist
Certified Academic Language Therapist in Training - Jenna Hunt
How does Comanche ISD diagnose dyslexia?
Dyslexia identification involves a lengthy process. If despite conventional instruction, adequate intelligence, and sociocultural opportunity, a student still struggles to read, the student’s MTSS committee will review interventions which have been tried. If testing seems appropriate, the MTSS committee may request a dyslexia evaluation through 504 or through IDEA and Special Education. A parent may also request a dyslexia evaluation any time through either pathway. Parents are advised of their options and their rights and must give consent to test. Then, background data is gathered including vision and hearing screenings, teacher reports or classroom concerns and interventions attempted, academic progress reports, samples of school work, progress monitoring results, previous testing completed including state and standardized testing, and attendance records. Parents are asked to provide information about their child and their concerns, and a classroom observation is also performed. Once a history of reading problems is established, a formal assessment conducted by trained personnel follows. No one test for dyslexia or a specific reading disability exists, so a battery of tests are given. An evaluation under IDEA follows addition federal laws. If the child is an English Learner, more information specified by the Texas Dyslexia Handbook and/or IDEA is also gathered.
Once the dyslexia evaluation is completed, the 504 or ARD committee meets to determine if the student should be identified as dyslexic and if interventions and accommodations are needed. Parents are a part of this committee and help make educational decisions for their child.
The Talking Book Program (TBP) provides digital audio, large print and Braille books and magazines to Texans who cannot read standard print due to a qualifying visual, physical or reading disability. Service for students is available both at home and in the classroom. TBP is a division of the Texas State Library and Archives Commission and has served Texans with disabilities since 1931, and Texas was one of the first states to join the National Library Service for the Blind and Print Disabled (NLS), a division of the Library of Congress.
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