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.
You may wish to return to this page for all the resources from the Dyslexia Training Modules.
"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
Visit Children of the Code website to learn more.
TEC §28.006: Reading assessment requirements K-2 and 7th grades
ESSA: Required Reading Programs
IDEA: Research-based Interventions
The 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.
Page 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
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:
Explicit instruction in phonemic awareness
Systematic phonics instruction
Methods to improve fluency
The teaching of vocabulary
Ways to enhance comprehension
School districts MUST do the following:
Administer K–2 assessments (TEC §28.006).
Provide early identification, intervention, and support (TEC §28.006).
Apply results of early assessment instruments to instruction and report to the Commissioner of Education (TEC §28.006).
Implement SBOE-approved procedures for students with dyslexia and related disorders (Dyslexia Handbook and TAC §74.28).
Provide training about dyslexia to educators (TAC §74.28(c)) (TAC §232.11).
Ensure that the procedures for identification and instruction are in place (TAC §74.28).
Notify parents in writing before an assessment or identification procedure is used with an individual student (TAC §74.28).
Test for dyslexia at appropriate times (TEC §38.003).
Ensure that assessment for the purposes of accommodations does not occur until after current testing has been reviewed (TEC 38.003(b-1)).
Meet the requirements of §504 when assessment for dyslexia is recommended (The Dyslexia Handbook).
Provide treatment (instruction) for students with dyslexia (TEC §38.003).
Purchase or develop programs that include descriptors listed in the Dyslexia Handbook (TAC §74.28).
Inform parents of all services and options available to students eligible under §504 (TAC §74.28).
Provide students with services of a teacher trained in dyslexia (TAC §74.28).
Provide a parent education program (TAC §74.28).
Report through Public Education Information Management System (PEIMS) information regarding the number of students enrolled in the district or school who are identified as having dyslexia (TEC §42.006(a-1)).