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Parent Information Training
Weatherford ISDDyslexia Program
Definition and Characteristics of Dyslexia As defined by Texas Education Code (TEC)
§38.003: Dyslexia means a disorder of constitutional origin
manifested by difficulty in learning to read, write, or spell, despite conventional instruction, adequate intelligence, and socio-cultural opportunity.
Related Disorders includes disorders similar to or related to dyslexia such as developmental auditory imperception, dysphasia, specific developmental dyslexia, developmental dysgraphia, and developmental spelling disability.
The current International Dyslexia Association definition states:
• 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 2002)
Primary Reading/Spelling Characteristics
Difficulty reading real words in isolation Difficulty accurately decoding nonsense
words Slow, inaccurate, or labored oral reading
(lack of reading fluency) Difficulty learning to spell
The reading and spelling difficulties are a result of difficulty with the following: The development of phonological awareness, including
segmenting, blending, and manipulating word sounds. Learning the names of letters and their associated sounds. Phonological memory (holding information about sounds and
words in memory). Rapid naming of familiar objects, colors, or letters of the
alphabet.
Secondary consequences of dyslexia may include:
Variable difficulty with aspects of reading comprehension.
Variable difficulty with aspects of written composition.
A limited amount of time spent in reading activities.
Procedures required by law before formal assessment:
TEC §28.006 requires district to administer early reading instruments to all K, 1st and 2nd grade students to assess reading development and comprehension.
If on the basis of these instruments, students are determined “at risk” for dyslexia and other reading difficulties, parents must be notified and
The district must implement an accelerated (intensive) reading program to address the students’ reading difficulties and enable them to “catch up.”
Interventions should align with federal No Child Left Behind Act of 2001.
Response to interventions provided is monitored and ongoing assessment is done.
If a student continues to struggle or does not show response to intervention, the campus Response to Intervention (RtI) Team recommends dyslexia assessment.
Parents are notified of proposal to assess
Parents are notified of their rights under § 504
Permission is obtained to assess student
Student is assessed by a professional trained in the evaluation of students for dyslexia and related disorders
Domains to access – depending on student’s age and stage of reading development
Reading real and nonsense words in isolation
Phonological Awareness Letter Knowledge Rapid Naming Reading Fluency Reading Comprehension Written Spelling
Instructional decisions are made by a team
that is knowledgeable
about the student, evaluation, and
instructional components and approaches for students with
dyslexia.
Weatherford Dyslexia Program• Committed to providing research-
based instruction methodologies.• Orton-Gillingham approaches are
used.• Dedication to training instructors
• Offers explicit, direct instruction that is systematic, sequential, and cumulative.
• Generally a two to three year program.
Components of Instruction
Phonemic Awareness Graphophonemic Knowledge Language Structure (morphology, semantics,
syntax, pragmatics) Linguistic Instruction Strategy Oriented Instruction
Instructional Approaches
Multi-sensory
Process Oriented
Systematic, Sequential, and Cumulative
Meaning Based
Areas of Instruction
Alphabetic skills Decoding Fluency Phonemic
awareness Spelling Comprehension
skills Handwriting
Alphabet Instruction
Recognition Sequencing Alphabetizing
practice Accent Dictionary Skills
Decoding Instruction
Decoding is looking at letters and translating them into speech sounds.
Coding Marks:Examples: ĕ (breve)
ē (macron)
Fluency Instruction
Fluency is reading accurately at a smooth even pace.
Repeated Accurate Practices
Learned Words Timed readings for rate Repeated readings for
smoothness
Phonemic Awareness Instruction
Increase sensitivity to how we make sounds
Increase appreciation that sounds make syllables, that make words, that form sentences.
Develops ability to separate, blend and manipulate sounds in words
Spelling Instruction
Links the 44 sounds in English with the letter or letters that represent those sounds
Direct Instruction of spelling rules and generalizations
• Comprehension Instruction
Comprehension is getting meaning from
what is read
Direct Instruction Preview Predict Identify important
information Develop self-correcting
strategies
Handwriting Instruction
Cursive handwriting Correct writing position Shape, size, slant Multi-sensory methods
District Contacts:Patti Young, Executive Director of Special Programs
Donna Hagan, LDT, Program Specialist
Campus Academic LanguageTherapists:
Jacque Baker, Austin and Seguin, [email protected]
Sarah Byars, Ikard , [email protected]
Traci Buntaine, WHS, NGC, Bridge, [email protected]
Cathy Cobb, Hall and Tison, [email protected]
Carla Coffey, Crockett, [email protected]
Tanna Gallaher, Curtis, [email protected]
Colleen Kleusar, Wright and Martin, [email protected]
![When a picture is worth a thousand [ unreadable ] words Pearland ISD Office of Special Programs Snapshots of Dyslexia](https://img.dokumen.tips/doc/110x75/56649daa5503460f94a99152/when-a-picture-is-worth-a-thousand-unreadable-words-pearland-isd-office.jpg)
