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Dyslexia
Through New Summerfield ISD’s partnership with parents, teachers, and administrators, the District will strive to provide all students identified with Dyslexia the research-based instruction and academic support needed to better prepare them as successful, lifetime readers and writers.
Dyslexia DefinedThe current definition by the International Dyslexia Association states the following:
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, Nov. 12, 2002)
Characteristics of DyslexiaThe 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
Contact:
Director of Federal/State Programs Dr. Craig Wilcox 903/726-3306 ext 747 cwilcox@newsummerfieldisd.net
Region 7 Contact: Angela Venters: aventers@esc7.net
State Dyslexia Helpline #: 1-800-232-3030
TEA Dyslexia Webpage link: tea.texas.gov/academics/special-student-populations/dyslexia-and-related-disorders
Links:
Dyslexic Handbook, (2021 Update) (English)Dyslexic Handbook, 2018 (Spanish)