Eanes ISD staff work diligently to identify and support students with dyslexia through specific, research-based instruction and appropriate accommodations.
As the state and international definitions explain, dyslexia manifests itself differently. Based on assessment data, specialized dyslexia intervention is delivered and student progress is monitored. Meanwhile, in the regular classroom, accommodations are in place to support mastery of grade level content. Parents who are concerned about dyslexia should consult with the classroom teacher, contact the Tier II dyslexia specialist on campus or talk the campus counselor to explore the possibility and take next steps accordingly.
Additional information from the Texas Education Agency can be found at: TEA Dyslexia and Related Disorders
The primary difficulties of a student identified as having dyslexia occur in phonemic awareness and manipulation, single-word decoding, reading fluency, and spelling. Secondary consequences of dyslexia may include difficulties in reading comprehension and/or written expression. These difficulties are unexpected for the student’s age, educational level, or cognitive abilities. Additionally, there is often a family history of similar difficulties.
The following are the primary reading/spelling characteristics of dyslexia:
- Difficulty reading real words in isolation
- Difficulty accurately decoding nonsense words
- Slow, inaccurate, or labored oral reading (lack of reading fluency)
- Difficulty with learning to spell
The reading/spelling characteristics are the result of difficulty with the following:
- The development of phonological awareness, including segmenting, blending, and manipulating sounds in words
- 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 the following:
- Variable difficulty with aspects of reading comprehension
- Variable difficulty with aspects of written composition
- A limited amount of time spent in reading activities