Do you have questions about dyslexia? Or have you noticed that your child is struggling to learn to read? The Texas Education Agency is here to support families.
For reliable information about dyslexia and related disorders, visit the TEA Dyslexia and Related Disorders webpage by scanning the QR code. This video will explain the characteristics of dyslexia and outlines how kindergarten and first grade students in Texas public schools are screened for dyslexia. The information presented is based on guidance from the Dyslexia Handbook.
Dyslexia is a language based learning disability that affects reading, spelling, and writing. It is not related to intelligence or effort, and students with dyslexia can learn successfully with the right instruction.
Students with dyslexia may show difficulties in common characteristics that affect reading and spelling. The first characteristic is difficulty reading words in isolation. This means having difficulty reading individual words in a list or one at a time when the words are not part of a sentence or paragraph. The second characteristic is difficulty accurately decoding unfamiliar words, which means not being able to apply the correct sounds with the letters in an unknown word or a word that has not been taught.
Another common difficulty for students with dyslexia is oral reading. When reading aloud, their reading may sound slow, inaccurate, or labored and may lack natural expression.
Because so much effort is spent on reading the words, understanding the meaning of the text can be very difficult. The last primary characteristic of dyslexia is difficulty with spelling. Students with dyslexia struggle with spelling because they have trouble connecting the sounds they hear in words to the letters that represent those sounds. This can make it hard for them to remember spelling patterns, break words into parts, or spell a word the same way twice. These challenges are not due to lack of effort. They are directly related to the way the brain processes language.
Along with these reading and spelling difficulties, it's also helpful to know that dyslexia often runs in families, and many parents recognize similar struggles from their own experiences. This means that if dyslexia runs in your family, other family members may be more likely to experience similar reading and spelling difficulties.
The student with dyslexia often puzzles teachers and parents. They are capable learners, but they struggle with reading and spelling even though they have received regular classroom instruction. It may seem easy to read a simple sentence, but for the child with dyslexia, reading these words can take extra time and effort. There are several common misconceptions about dyslexia. We know that it is not caused by poor vision, the result of limited educational experiences, or a lack of adequate intelligence. The good news is that early intervention and prevention programs can help to increase reading skills and close the achievement gap. While dyslexia can make reading, writing, and spelling more challenging, it is important to recognize that students with dyslexia often have many strengths.
Dyslexia does not limit a child's potential. With appropriate instruction, targeted support, and encouragement, students with dyslexia can build the skills they need and grow into confident, capable readers and learners.
More information about the characteristics of dyslexia can be found in chapter one of the Dyslexia Handbook. Now that you know where to find more information about the characteristics of dyslexia, Let's take a look at how students are screened for dyslexia in Texas, which is explained in chapter two of the dyslexia handbook. In Texas, schools are required to screen all kindergarten and first grade students for dyslexia.
A screening is a brief assessment of skills designed to quickly help schools identify students who may be at risk for dyslexia and may need additional help with reading. For kindergarten students, screening instruments target specific early literacy skills that are critical for learning to read. The screening instruments must include letter sound knowledge or letter naming fluency and phonological awareness.
Phonological awareness is the ability to recognize and manipulate sounds in words. In first grade, the instruments must include word reading accuracy or fluency and phonological awareness. These components of the dyslexia screeners are highly predictive of future reading success.
Screenings are administered by trained educators, typically the classroom teacher. Teachers also document reading behaviors, such as guessing or difficulty sounding out words, which are considered along with screening results. The Dyslexia Screener helps schools determine whether a student may be at risk or not at risk for dyslexia. A screening does not identify a student with dyslexia. Instead, it helps schools decide whether a student may need additional support or further review. Parents will receive the screening results in writing, and schools will use this information to plan next steps.
If a student is identified as at risk for dyslexia, the school will carefully review all of the student's information, including screening results and classroom performance. Based on this review, the school may contact parents to discuss whether a more in-depth evaluation would be helpful. This evaluation, called a Full Individual and Initial Evaluation, or FIIE, is used to better understand how a student learns and to determine if special education services may be needed. Parents are always asked for permission before this type of evaluation takes place. In Texas, when a student qualifies for special education due to dyslexia, schools must first consider an evidence based dyslexia program that aligns with the Texas Dyslexia Handbook. These programs are taught as designed and use proven methods to build reading and spelling skills for students with dyslexia.
Parents can request an evaluation at any time. If you think your child has dyslexia or any other learning disability, send a written request for a special education evaluation to the principal and or special education director.
Clearly state that you want a full individual and initial evaluation under the Individuals with Disabilities Education Act, IDEA.
Explain your specific concerns, such as a lack of reading progress and suspicion of dyslexia. If you submit a written request for a special education evaluation to the special education director or your child's principal, the school must respond within fifteen school days of receiving your request.
To learn more and access the Overview of Special Education for Parents form, visit the TEA Dyslexia and Related Disorders webpage. For additional support, families can visit the SPED TEX website, which offers information and resources for children with disabilities and their families.
Dyslexia may affect how a child learns, but it does not define who they are or limit what they can achieve.
With the right support, understanding, and instruction, children with dyslexia can build confidence, succeed in school, and reach their dreams. Thank you for watching this video from TEA. We value our partnership with families and your role in supporting your child's learning journey.