Dyslexia Identification and Programming

What is Dyslexia

Dyslexia is a language-based learning disability. It refers to a cluster of symptoms, which result in people having difficulties with specific language skills, particularly reading. Students with dyslexia usually experience difficulties with other language skills such as spelling, writing, and pronouncing words.

Dyslexia affects individuals throughout their lives; however, its impact can change at different stages in a person’s life. It is referred to as a learning disability because dyslexia can make it very difficult for a student to succeed academically in the typical instructional environment.

Texas Education Code (TEC) 38.003

...defines dyslexia and related disorders in the following way:

“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(d)(1)-(2) (1995)

Identification

When a reading disability is suspected and special education services may be needed, Poth ISD uses the Child Find process to identify, locate, and evaluate individuals (birth through 21 years of age).

Who can begin the Child Find Process?

A parent, doctor, teacher, relative or friend can call to recommend an evaluation. The parent, guardian, or adult student will be notified to discuss any concerns so that consideration for an evaluation can be made.

Poth ISD screens all students enrolled in Kindergarten and first (1st) grade to identify those who may be at-risk for dyslexia, in accordance with the Texas Education Code, (TEC) §38.003, Screening and Treatment for Dyslexia.

In accordance with (TEC) §28.006, Poth ISD screens seventh (7th) grade student not meeting proficiency on the sixth (6th) grade state reading assessment (STAAR), to diagnose reading development and comprehension. Additionally, in accordance with both (TEC) §28.006 and §38.003, the district provides required communication with parents concerning screening results.

Why should we refer?

Early identification and intervention can prevent failure and frustration.

Special attention to teaching and learning strategies may help individuals overcome barriers to learning.

What happens after the individual is referred?

The parent(s), legal guardian, or adult student will be contacted by Poth ISD staff.

Referral information will be reviewed by Poth ISD Department of Special Education staff. If the information obtained requires an evaluation, the parent will be asked to allow for consent for evaluation.

An evaluation will be conducted by qualified school district/agency personnel.

The parents, evaluation personnel and campus staff will have a meeting to talk about evaluation results, special education eligibility and services.

Does being identified with a disabling condition of dyslexia qualify a child for services under special education?

A child's special education eligibility for dyslexia and the need for specially designed instruction are determined by the Admission, Review and Dismissal (ARD) committee, on an individual basis following evaluation:

(TEC) 29.0031 recognizes dyslexia as a disability meeting the criteria of a Specific Learning Disability (SLD) protected under IDEA.

How much do evaluations and services cost?

Evaluations and services are provided at no cost to the adult student, parent, or guardian.

Evaluation

What does the process look like for identifying a child for dyslexia or a related disorder?

(TEC) §38.003 (a) requires students enrolled in Texas public schools to be assessed for dyslexia and related disorders at appropriate times. The appropriate time depends on multiple factors including the student's reading performance; reading difficulties; poor response to supplemental, scientifically based reading instruction; teacher's input; and input from the parents/guardians.

Schools will recommend assessment for dyslexia, if the student demonstrates the following:

Poor performance in one or more areas of reading and spelling that is unexpected for the student's age/grade
Characteristics and risk factors of dyslexia

Schools will recommend assessment for dysgraphia, if the student demonstrates two or more of the following:

Poor performance in handwriting (after being provided instruction and intervention).
Deficits in spelling unexpected for the student's age/grade
Poor performance with written expression (after being provided instruction).

Steps in the Evaluation Process

If a school employee and/or a parent suspect a student may have dyslexia and/or dysgraphia, the school is legally obligated to begin the process of gathering supporting data. The collection of data should be conducted within a reasonable amount of time and should not be delayed.

The school will then seek parental consent for a Full Individual Initial Evaluation (FIIE) under IDEA. The process of seeking informed parental consent for a FIIE must include proper written notice and be accompanied by the notice of procedural protections and rights afforded to them and their child under IDEA. The campus must obtain written consent to conduct a dyslexia evaluation under IDEA/Special Education where students are provided a Full Initial Individual Evaluation (FIIE.)

A dyslexia evaluation involves a trained Educational Diagnosticians or Licensed Specialists in School Psychology (LSSP) administering a battery of assessments. Data from these assessments, in addition to parent and teacher input and classroom observations, is analyzed to determine whether the student demonstrates characteristics of dyslexia. The data is presented in a Full and Individual Initial Evaluation (FIIE) report.

Instructional Strategies

Poth ISD supports students with dyslexia through evidence-based instructional strategies, including multisensory, structured literacy approaches tailored to individual student needs. The district utilizes Reading by Design, a research-based dyslexia intervention program aligned with the Texas Dyslexia Handbook. This program provides systematic, explicit instruction in phonemic awareness, phonics, fluency, vocabulary, and comprehension to help students develop essential reading and writing skills.

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