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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 Defined

The 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 Dyslexia

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


Director of Federal/State Programs Dr. Craig Wilcox 903/726-3306 ext 747

Region 7 Contact: Angela Venters:

State Dyslexia Helpline #: 1-800-232-3030   

TEA Dyslexia Webpage link:


New Summerfield I.S.D. Dyslexia Handbook & Procedures (English)  

New Summerifeld I.S.D. Dyslexia Handbook & Procedures (Spanish)  

New Summerfield I.S.D. Informational Parent/Guardian Dyslexia Newsletter (Smore)  

New Summerfield I.S.D. Dyslexia Program Awareness for Educators and Parents/Guardians (Brochure)  

Dyslexic Handbook, (2021 Update) (English)

Dyslexia Handbook 2021 Update: Important Changes for Families to Understand (English)  

Actualizacion del manual de dislexia 2021: Cambios importantes que las familias deben entender (Spanish)   Dyslexic Handbook, 2018 (Spanish)

Dyslexia Fact Sheet for Families

Talking Book Program  


Learning Ally  

Texas Education Agency (TEA) Resources for Dyslexia