You will find the PD at www.texascourses.org Below is just a sample of what you will find at the above website. You will need to register at www.texascourses.org, then Click on Courses and in the Search Box type "Dyslexia". The Identification Module takes about 6 HOURS (depending on if you are dyslexic or not!) "Appropriate recognition and treatment of dyslexia is the responsibility of all educators and support personnel in a school system, not just the reading or special education teacher.” —Moats, Carreker, Davis, Meisel, Spear-Swerling, & Wilson, 2010, p. 3 Click on the Side Arrows
What Does Research Say?In 1997, Congress established the National Reading Panel (NRP) to review research on how children learn to read and determine the most effective evidence-based methods for reading instruction. In 2000, the NRP published its evaluation of existing research in a meta-analysis and highlighted five critical components of early literacy instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension. These components were incorporated into the 2002 No Child Left Behind Act, which highlighted them as the five critical areas of early literacy instruction. In order for good reading skills to develop, the NRP said the best approach to reading instruction should incorporate the following:
School districts MUST do the following:
| You may wish to return to this page for all the resources from the Dyslexia Training Modules.Additional Resources
Reference MaterialsThe Dyslexia Handbook: Procedures Concerning Dyslexia and Related Disorders was revised in 2014 and provides guidance to school districts and charter schools for ensuring compliance with federal and state dyslexia laws. Please download your copy of The Dyslexia Handbook or reference the Interactive Dyslexia Handbook. Defining DyslexiaPage 8 of The Dyslexia Handbook gives us two definitions for dyslexia. The first definition reflects what was known about dyslexia in 1985, when the Texas Legislature passed a law (TEC §38.003) mandating early identification and intervention for children experiencing reading difficulties. The second definition reflects what was known about dyslexia in 2002, when the International Dyslexia Association (IDA) adopted this definition. The IDA definition is more detailed than the earlier definition in TEC §38.003 and reflects the increase in knowledge gained from research in both dyslexia and reading. 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. Take a closer look at the most recent research-based definition from the International Dyslexia Association (IDA). This is considered an inclusive definition because it tells us what dyslexia is. The International Dyslexia Association (IDA) defined 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. For interactive exercise, go to www.texascourses.org |
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