What is Dyslexia?
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. Texas Education Code (TEC) §38.003 defines dyslexia in the following way: (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.
The International Dyslexia Association defines “dyslexia” in the following way: 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, November 12, 2002)
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)
*Difficulty spelling It is important to note that individuals demonstrate differences in degree of impairment.
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 8 x 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
Dyslexia is a learning disorder that involves difficulty reading due to problems identifying speech sounds and learning how they relate to letters and words (decoding). Also called reading disability, dyslexia affects areas of the brain that process language.
SB Bill 2075: Relating to public school compliance with dyslexia screening, reading instrument requirements, and a requirement that a school district notify certain parents or guardians of a program providing students with reading disabilities the ability to borrow audiobooks free of charge.
District Dyslexia Teacher
Amy Tarrant – email@example.com
To access audiobook resources for parents/guardians click on the following links:
To access the resources for International Dyslexia Association (IDA) click on the following link:
To access the Dyslexia Handbook click on the following link: