Each education service center has designated a contact person to assist districts and campuses with implementing the state law and SBOE rules and procedures regarding dyslexia. Region One ESC provides technical assistance and trainings to help area districts meet state requirements related to dyslexia.
Texas Education Code (TEC) §38.003 defines dyslexia and related disorders, mandates screening and testing students for dyslexia and the provision of instruction for students with dyslexia and gives the State Board of Education (SBOE) authority to adopt rules and standards for screening, testing, and serving students with dyslexia. Texas Education Code §7.028(b) assigns the responsibility for school compliance with the requirements for state educational programs to the local district board of trustees. Title 19 of the Texas Administrative Code (TAC) §74.28 outlines the responsibilities of districts and charter schools in the delivery of services to students with dyslexia. Finally, two federal laws, the Individuals with Disabilities Education Act (IDEA) and the Rehabilitation Act of 1973, Section 504, establish assessment and evaluation standards and procedures for students (34 C.F.R. Part 300 (IDEA), Part 104 (Section 504)).
The student who struggles with reading and spelling often puzzles teachers and parents. The student displays the ability to learn in the absence of print and receives the same classroom instruction that benefits most children; however, the student continues to struggle with some or all of the many facets of reading and spelling. This student may be a student with dyslexia.As defined in TEC §38.003:(1) "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.(2) "Related disorders" includes disorders similar to or related to dyslexia such a developmental auditory interception, dysphasia, specific developmental dyslexia, developmental dysgraphia, and developmental spelling disability.Characteristics:
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 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
Roel Garza, Coordinator
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