Dyslexia
- About Dyslexia
- Birdville ISD Dyslexia
- Dyslexia 101 for Parents
- Parent Resources
- State Information
- Contact Us
About Dyslexia
Dyslexia Overview
Texas Education Code (TEC) §38.003 defines dyslexia 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 socio-cultural opportunity.
- “Related disorders” include disorders similar to or related to dyslexia, such as developmental spelling disability.
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 the growth of vocabulary and background knowledge (Adopted by the International Dyslexia Association Board of Directors, November 12, 2002).
The following are the primary reading/spelling characteristics of dyslexia:
- Difficulty reading real words in isolation
- Difficulty accurately decoding nonsense words
- Difficulty with oral reading (slow, inaccurate, or labored)
- Difficulty spelling
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)
Secondary consequences of dyslexia may include the following:
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Variable difficulty with aspects of reading comprehension
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Variable difficulty with aspects of writing composition
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Limited vocabulary growth due to reduced reading experiences
Click the link below for information regarding the Individuals with Disabilities Education Act (IDEA), Dyslexia, Multi-Tiered Systems of Support, and Section 504 of the Rehabilitation Act of 1973.
Birdville ISD Dyslexia
Birdville ISD Dyslexia Program
Birdville ISD serves students identified with dyslexia in kindergarten through grade 12 using research-based practices and curricula that meet the critical, evidence-based components of dyslexia instruction as outlined in the Texas Dyslexia Handbook, 2024 Update. Students with dyslexia who no longer receive direct services are monitored for success. If a need arises, appropriate intervention is provided.
Each campus has a Dyslexia Instructor or special education teacher trained to deliver instruction to students with dyslexia. Instruction at the elementary level is done in a pullout program, while instruction at the secondary level is provided during a class period. The District provides professional development on the screening, identification, and instruction of students with dyslexia, as well as continuing education opportunities for educators who teach students with dyslexia that include training regarding new research and practices in educating students with dyslexia.
For questions, please contact Birdville ISD's Dyslexia.
Dyslexia 101 for Parents
Dyslexia 101 for Parents
Dyslexia is the most common learning difficulty in the US, impacting roughly 15-20% of the population. It occurs in students of all backgrounds, intellectual levels, and even in languages other than English. This course was designed to help explain what Dyslexia is, what it's not, and ways parents and educators can support these unique learners.
- Module 1: What is Dyslexia?
- Module 2: What does Dyslexia look like?
- Module 3: Support at School
- Module 4: Support at Home
- Module 5: Support Beyond Graduation
- Module 6: Resources
Module 1: What is Dyslexia?
Video: What is Dyslexia
Dyslexia, Defined
Dyslexia and the Brain
Neurodiversity is the concept where neurological differences (like Dyslexia) are to be recognized and respected the same as any other human variation, such as hair color or height. The Wilson Language Training Corporation describes the Science behind Dyslexia, and how advances in brain imagining have given us the closest look at how the neurodiversity of a Dyslexic learner varies from non-impaired peers.
Fact or Fiction: Debunking common myths
Characteristics of Dyslexia, organized by skill areas
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Key facts about Dyslexia graphic
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Dyslexia Simulator
Understood.org has created simulators designed to help parents understand their child’s day-to-day experience. Every child’s experience is unique, but Through Your Child’s Eyes can give valuable new insights into what it’s like to have learning and attention issues.
Module 2: What does Dyslexia look like?
- Characteristics
- Phonological Processing Skills
- Unexpected
- Secondary Consequences
- Dyslexia: What you're seeing in your Preschooler?
- Dyslexia: What you’re seeing in Your Grade Schooler
- Dyslexia: What you’re seeing in Your Middle-Schooler
- Dyslexia: What you’re seeing in Your High Schooler
Characteristics
Phonological Processing Skills
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Difficulty segmenting, blending, and manipulating sounds in words (phonemic awareness)
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Trouble learning the names of letters and their sounds
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Difficulty holding information about sounds/words in memory (phonological memory)
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Struggles with rapidly recalling the names of familiar objects, colors, or letters of the alphabet (rapid naming)
Unexpected
Secondary Consequences
Dyslexia: What you're seeing in your Preschooler?
Dyslexia: What you’re seeing in Your Preschooler
Be on the lookout of these signs of dyslexia, and keep track of what you’re seeing. Your observations will come in handy when talking to your child’s doctor or teachers.
Speaks Like a Younger Child
At home: Your child frequently mispronounces words (such as “aminal” instead of “animal”).
At school: Your child does not talk as much or seem to know as many words as her peers do.
The issue: Delayed language development is often on of the first warning signs of dyslexia.
Has Trouble Calling Things by the Right Name
At home: When you ask for a fork, your child hands you a spoon.
At school: Your child struggles with learning and naming numbers, colors and the letters of the alphabet.
The issue: Dyslexia affects the way the brain processes language. This can make it hard to attach the correct labels to objects and symbols.
Struggles With Rhymes:
At home: Your child can’t fill the rhyming word in nursery rhymes (such as One Two, Buckle My ____”)— and has even more difficulty making up rhymes on her own.
At school: Your child doesn’t recognize rhyming patterns like dog, log, hog.
The issue: Kids with dyslexia often have a hard time isolating and breaking words into individual sounds.
Can’t Seem to Follow Directions
At home: You ask your child to get her shoes and jacket, but she only gets the jacket.
At school: Your child needs frequent reminders to follow classroom rules and routines.
The issue: Children with dyslexia may not be able to grasp all the details in lengthy commands. They may only “hear” the first or last few words.
Understood for learning & attention issues
For more tips and recourse, go to understood.org
Dyslexia: What you’re seeing in Your Grade Schooler
Dyslexia: What you’re seeing in Your Grade Schooler
Reading and writing become more important in grade school. This can make dyslexia more noticeable. Here are some common signs.
Has Trouble Sounding Out New Words
At home: Your child still isn’t sure which letters of the alphabet make which sounds.
At school: Your child struggles to sound out unfamiliar words, She avoids reading out loud because she doesn’t want to be embarrassed.
The issue: Reading involves breaking down or “decoding” words into different sound units called “phonemes.” Dyslexia makes it hard for kids to decode.
Seems Confused or Bored by Books
At home: Your child doesn’t seem interested in books about her favorite characters or topics.
At school: Your child reads slowly and has difficulty understanding the materials.
The issue: Kids who struggle to sound out words can have trouble understanding the meaning of sentences and longer passages.
Can’t Seem to Remember Details She Reads
At home: Your child has difficulty remembering what happens in a story from one day to the next.
At school: Your child struggles to connect what she reads to information she already knows.
The issue: Kids with dyslexia have to concentrate hard on reading. Because this can be exhausting, they often focus on “getting it done” rather than truly learning from a book.
Mixes Up the Order of Letters
At home: Your child frequently mispronounces words (such as “mazagine” instead of “magazine”).
At school: Your child often misspells even simple words (such as writing “wuz” instead of “was”).
The issue: Dyslexia does not just affect reading skills. It can cause problems with writing and speaking, too.
Understood for learning & attention issues
For more tips and recourse, go to understood.org
Dyslexia: What you’re seeing in Your Middle-Schooler
Dyslexia: What you’re seeing in Your Middle-Schooler
Is your tween or teen struggling with situations like these? Keep track of what you see. Your observations are key when talking with doctors and teachers about how best to help your child.
Reads Very Slowly
At home: Your child takes a very long time to finish homework that requires reading.
At school: Your child avoids reading out loud in class.
The issue: Sounding out or “decoding” words is difficult with dyslexia, which slows down the reading process.
Often Can’t Find the Right Word to Say
At home: Your child stammers and says “um” and other “filler words” a lot.
At school: Your child has difficulty saying the right word. He uses words that sound similar but have different meanings (such as “distinct” instead of “extinct”).
The issue: Dyslexia can make it hard to think of the precise word or to pronounce it correctly.
Struggles with Writing Assignments
At home: Your child spells the same word differently in the same essay.
At school: Your child has difficulty expressing ideas in an organized way and with proper spelling, grammar and punctuation.
The issue: Dyslexia affects children’s ability to write and to proofread their work.
Struggles to Fit In
At home: Your child does not pick up on body language or learn from social blunders.
At school: Your child struggles to “fit in” with classmates or participate in-group projects.
The issue: Dyslexia can affect many aspects of communication, which can impact social skills.
Understood for learning & attention issues
For more tips and recourse, go to understood.org
Dyslexia: What you’re seeing in Your High Schooler
Dyslexia: What you’re seeing in Your High Schooler
Do these situations describe your teen? Keep track of what you’re seeing and talk to him about it. Together you can figure out next steps—including talking to teachers or your teen’s doctor.
Doesn’t Get the Joke
At home: Your teenager needs someone to explain punch lines, especially those that use puns or that have hidden meanings.
At school: Your teenager has trouble understanding proverbs, puns and idioms.
The issue: Dyslexia affects the ability to process all kinds of language. This makes understanding humor and other nonliteral language particularly tricky.
Has Trouble Expressing Ideas
At home: Your teenager stammers and can’t seem to find the right word.
At school: Your teenager has difficulty sharing what he knows, supporting an argument or getting to the point.
The issue: Dyslexia affects the ability to find the right words, develop ideas and communicate them in a logical, organized way.
Lacks a Sense of Direction
At home: Your teenager still confuses left and right.
At school: Your teenager has trouble reading charts and graphs.
The issue: Kids with dyslexia often struggle with spatial concepts and related activities such as driving and navigation.
Struggles to Learn a Foreign Language
At home: Your teenager dreads the school’s foreign language requirement and feels doomed by it. At school: Your teenager guesses at the meaning of foreign words and their pronunciation.
The issue: The same issues that make it hard for kids with dyslexia to read and write in their native language make it even harder to understand a foreign language.
Understood for learning & attention issues
For more tips and recourse, go to understood.org
Want to learn more?
The following self-assessment tools can give more information about how certain characteristics may be signs of Dyslexia.
Module 3: Support at School
Part 1: Evaluation
If a teacher or parent suspects that a child has a Learning Disability--in this case, Dyslexia--a careful review of qualitative and quantitative data takes place to determine if the student shows characteristics of Dyslexia. If the data show characteristics of Dyslexia, the student is referred for a Full and Individual Initial Evaluation (or FIIE) is made through Special Education (or IDEA). Parents/guardians always have the right to request a referral for a Dyslexia evaluation at any time.
Data that may be collected during an evaluation include academic skills, cognitive processes, academic history, and language differences (as appropriate). Parent input is also crucial in providing any family history of Dyslexia and early literacy skill development. Specific areas include:
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Students may also be identified as needing additional evaluation through the RtI process. Response to Intervention (RtI) is an approach that schools use to help all students, including struggling learners. The RtI approach gives students opportunities to learn and work at their grade level. The idea is to help all students be successful. However, progression through RtI is not required in order to begin the identification of Dyslexia.
If you have specific questions about requesting an evaluation for Dyslexia, please contact the Reading Interventionist at your child's current campus.
Part 2: Identification
When making an identification, data from the evaluation is used to answer these three questions:
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If all three questions can be answered "YES", then an identification of Dyslexia has been made.
Part 3: Instruction
Once a student is identified as a student with Dyslexia, a Student Services Plan (504) or Individualized Education Program (IEP) is developed by a committee to provide the best supports and instruction possible for that student. Click this link to learn more about the differences between the two plans: IEP and 504
Students will either need Standard Protocol Dyslexia Instruction, Specially Designed Instruction, or may not need direct instruction at all.
Standard Protocol Dyslexia Instruction includes the critical, evidence-based components of and delivery methods for dyslexia instruction addressed in detail in Chapter IV of The Texas Dyslexia Handbook, 2018 Update. Components of this instruction include phonological awareness, sound-symbol association, syllabication, orthography, morphology, syntax, reading comprehension, and reading fluency. Principles for effective delivery of content must be consistent with research-based practices, including a multisensory, systematic, cumulative, and explicit approach.
Specially Designed Instruction is defined under IDEA as “adapting . . . the content, methodology, or delivery of instruction” to a child eligible under IDEA. This instruction must address the unique needs of the child that result from the child’s disability and must ensure access to the general curriculum so that the child can meet the state’s educational standards (34 C.F.R §300.39(b)(3)). In some cases, the data may suggest that the unique needs of a student suspected of having dyslexia require a more individualized program than that offered through standard protocol dyslexia instruction. When this is the case, there is reason to suspect that special education services are necessary for the student.
All teachers--including reading specialist, master reading teachers, special education teachers, etc.--who provide Dyslexia intervention for students are not required to hold a specific license or certification. However, these educators must at a minimum have additional documented Dyslexia training aligned to 19 TAC 74.28 (c) and must deliver instruction with fidelity.
Part 4: Accommodation
Accommodations are an important tool used by both Section 504 and IDEA in providing equitable access to instruction that is commensurate to that of a student's non-impaired peers. They essentially "level the playing field", and prevent Dyslexia from interfering with a student's academic growth. Because each student's needs are different, not all accommodations work for everyone. It's important for the Committee to make data-driven decisions that align to a student's needs.
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Click the buttons below to learn more about potential accommodations that may be helpful for learners with Dyslexia.
Click the links below to learn more about potential accommodations that may be helpful for learners with Dyslexia.
Module 4: Support at Home
Module 5: Support Beyond Graduation
Exams administered by any private, state, or local government entity related to applications, licensing, certification, or credentialing for secondary or postsecondary education, professional, or trade purposes are covered by the ADA. > More information online about tests.
To make a request for accommodations to CollegeBoard for SAT, SAT Subject Tests, PSAT/NMSQT, PSAT 10, or Advanced Placement® Exams, visit CollegeBoard website.
To make a request for accommodations for the ACT Exam, visit ACT website.
Students may also be eligible for certain class/testing accommodations in their college courses. It is important that you contact the university's office of disability to ensure proper documentation is gathered, submitted, and approved prior to your first day on campus.
Article: Advice for the College Student, by Judy York Director, Resource Office on Disabilities, Yale University
Click the college logos below to visit the Office of Disability page for many popular universities in and around Texas.
Module 6: Resources
From left to right:
- Agatha Christie (English Writer)
- Albert Einstein (Theoretical Physicist)
- Thomas Edison (Inventor & Scientist)
- Nolan Ryan (Major League Baseball Pitcher, Texas Rangers)
- Cher (Actress & Singer)
- Will Smith (Actor & Producer)
- Keira Knightley (Actress)
- Jessica Watson (Australian Sailor)
- Sir Richard Branson (Entrepreneur)
Video: Famous People With Dyslexia
Reference Books About Dyslexia
Click on the book's cover to learn more about each title.
Texas Dyslexia Handbook
View Texas Dyslexia Handbook online
Ver el Manual Sobre Dislexia en línea
Talking Book Program
Legal Guidance
Dyslexia support in Birdville ISD
We'd love your feedback!
After you have had the opportunity to explore the course above, please complete the Dyslexia 101 for Parents Feedback Form.
Parent Resources
Click the links below to access the following online resources:
- Texas Dyslexia Handbook, 2024 Update (effective June 30, 2024)
- Manual Sobre Dislexia, 2024 (español) (efectiva el 30 de junio de 2024)
- Texas Talking Book Program
- Region X Education Center
- Learning Ally
- Technology Integration for Students with Dyslexia
- International Dyslexia Association
- Yale Center for Dyslexia
- National Center for Learning Disabilities
- Understood.org