Dyslexia & Dysgraphia
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 imperceptions, dysphasia, specific developmental dyslexia, developmental dysgraphia, and developmental spelling disorder.
The International Dyslexia Association defines “dyslexia” in the following way:
Dyslexia is a specific learning disability that is neurobiological 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 the growth of vocabulary and background knowledge. Adopted by the International Dyslexia Association Board of Directors, November 12, 2002.
CHARACTERISTICS OF DYSLEXIA
Students identified as having dyslexia typically experience primary difficulties in phonological awareness, including phonemic awareness and manipulation, single-word reading, reading fluency, and spelling. Consequences may include difficulties in reading comprehension and/or written expression. These difficulties in phonological awareness are unexpected for the student’s age and educational level and are not primarily the result of language difference factors. Additionally, there is often a family history of similar difficulties.
The following are the primary reading/spelling characteristics of dyslexia:
- Difficulty reading words in isolation
- Difficulty accurately decoding unfamiliar words
- Difficulty with oral reading (slow, inaccurate, or labored without prosody)
- Difficulty spelling
It is important to note that individuals demonstrate differences in the degree of impairment and may not exhibit all the characteristics listed above.
The reading/spelling characteristics are most often associated with the following:
- Segmenting, blending, and manipulating sounds in words (phonemic awareness)
- Learning the names of letters and their associated sounds
- Holding information about sounds and words in memory (phonological memory)
- Rapidly recalling the names of familiar objects, colors, or letters of the alphabet (rapid naming)
Consequences of dyslexia may include the following:
- Variable difficulty with aspects of reading comprehension
- Variable difficulty with aspects of written language
- Limited vocabulary growth due to reduced reading experiences
(Adopted from "The Dyslexia Handbook", TEA, Rev. November 2018)
DYSLEXIA PARENT RESOURCES
- Assistive Technology Tools for Dyslexia
- Apps for Dyslexia and Learning Disabilities
- Technology Integration for Students with Dyslexia
- Assistive Technology for Students with Dyslexia
- Chromebook Apps and Extensions for Learners with Dyslexia
- OpenDyslexic Font for Chrome
TEKS Guides | Texas Gateway
The online TEKS Guides now offer dyslexia resources. To access the TEKS Guides, create an account or log in to the Texas Gateway. After logging in, select TEKS Guides in the browser bar. Select the subject of interest (English or Spanish Language Arts), the grade level, and search. You will be directed to the TEKS & SE page. Once you have selected an SE, you will arrive at an overview landing page. Select the RESOURCES tab in the browser bar under the SE to access dyslexia resources.
DYSLEXIA AND RELATED DISORDERS IN THE IEP
- Dyslexia, Dysgraphia, and Dyscalculia in the IEP Guidance Document
- FAQ: Dyslexia & Related Disorders
- Webinar: Dyslexia and Related Disorders in the IEP
- Dyslexia and Related Disorders in the IEP
- TEA Dyslexia & Related Disorders webpage