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DPISD Dyslexia

Dyslexia Committee

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. (Research-based definition, revised 01-01-03)

Sociological Results

According to the Texas Education Code, the definition of dyslexia includes an explanation of conventional instruction and socio-cultural opportunity (TEC 38.003). The student’s sociological status does not indicate a lack of previous educational opportunities.

Assessment of General Cognitive Ability

According to the Texas Education Code, the definition of dyslexia includes an explanation of adequate intelligence. (TEC 38.003) Therefore, students whose measured cognitive ability is in the below-average range would not meet the eligibility requirement of the TEC dyslexia definition. The Section 504 committee should consider with caution a determination of eligibility.

How Does DPISD Evaluate Students for Dyslexia?

  • First and foremost, discuss your concerns with your child’s classroom teacher.  He or she may be able to reassure you that your child is making appropriate progress. 
  • All referrals are processed after appropriate TIER I and TIER II interventions have been implemented.  The Campus Intervention Team will meet and recommend intervention strategies for the classroom teacher to use in order to help your child.
  • Based on the results of these interventions, your child may or may not be referred further for dyslexia testing.
  • The Dyslexia Committee determines placement of the student
  • Evaluation includes data on cognitive ability, academic achievement, and evidence of characteristics of dyslexia
  • The report is shared with the parents and the campus 504 or ARD committee
  • After the evaluation is done, parents will receive the following…
    • A written report
    • An understanding of their child's strengths and weaknesses
    • Information about dyslexia

How Does DPISD Serve Students with Dyslexia?

  • THe Campus 504 Team/ARD committee will design the appropriate accommodations.
  • Some students receive only accommodations in their classrooms.
  • Some students receive dyslexia instruction.
  • All campuses have a certified teacher trained in the Neuhaus Basic Language Skills Program.

    The Neuhaus Basic Language Skills Curriculum -
    • is a comprehensive approach to teaching literacy skills, such as phonological awareness, letter recognition, decoding, comprehension, spelling, grammar, and written composition
    • stresses the reliable reading and spelling patterns in the English language
    • consists of structured procedures and sequential curricula that insure students’ progress in both learning and retaining information

Discontinuation from Direct Services

No one factor is sufficient to warrant exiting a student from direct dyslexia services after intervention. Discontinuation from direct services is determined by consensus of the Campus 504 Committee. The 504 Committee considers the following factors when recommending exiting or a reduction of dyslexia services under Section 504.

  • The student completes the scope and sequence of an Orton-Gillingham based program used in the dyslexia program;
  • The student passed the reading portion of the TAKS, after not previously passing; or achieving “Commended Performance” on reading TAKS;
  • The reevaluation and/or post-testing of students shows growth to be closer to age level proficiency standards;
  • The student demonstrates self-monitoring/self-correction behaviors as evidenced through informal observation by the teacher and/or IDT; or
  • If the student has made ONLY limited academic progress while being directly served.


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