Dyslexia
Dyslexia at Medina Valley ISD
Each campus at Medina Valley ISD has a program that provides scientifically research-based instruction which is specifically designed for a learner who has been identified with dyslexia, as indicated in The Texas Dyslexia Handbook. The dyslexia service providers at each campus have received specialized training to ensure the instruction is multisensory, systematic, and intensive in nature. Our programs utilize direct, explicit teaching of letter-sound relationships, syllable patterns, and meaningful word parts, and provide plentiful opportunities to reinforce the skills that have been taught. Fluency-building exercises, vocabulary instruction, language comprehension, and writing are also included in the comprehensive intervention.
Dyslexia Defined
The International Dyslexia Association defines “dyslexia” in the following way:
Dyslexia is a specific learning disability that is neurobiological 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
Dyslexia Characteristics
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 without prosody)
• Difficulty spelling
It is important to note that individuals demonstrate differences in degree of impairment and may not exhibit all the characteristics listed above.
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)
Retrieved from The Dyslexia Handbook - Revised 2021
Common Risk Factors by Grade
If the following behaviors are unexpected for an individual’s age, educational level, or cognitive abilities, they may be risk factors associated with dyslexia. A student with dyslexia usually exhibits several of these behaviors that persist over time and interfere with his/her learning. A family history of dyslexia may be present; in fact, recent studies reveal that the whole spectrum of reading disabilities is strongly determined by genetic predispositions (inherited aptitudes) (Olson, Keenan, Byrne, & Samuelsson, 2014). The following characteristics identify risk factors associated with dyslexia at different stages or grade levels.
Preschool
• Delay in learning to talk
• Difficulty with rhyming 2
• Difficulty pronouncing words (e.g., “pusgetti” for “spaghetti,” “mawn lower” for “lawn mower”)
• Poor auditory memory for nursery rhymes and chants
• Difficulty adding new vocabulary words
• Inability to recall the right word (word retrieval)
• Trouble learning and naming letters and numbers and remembering the letters in his/ her name
• Aversion to print (e.g., doesn’t enjoy following along if a book is read aloud)
Kindergarten and First Grade
• Difficulty breaking words into smaller parts, or syllables (e.g., “baseball” can be pulled apart into “base” “ball” or “napkin” can be pulled apart into “nap” “kin”)
• Difficulty identifying and manipulating sounds in syllables (e.g., “man” sounded out as /m/ /ă/ /n/)
• Difficulty remembering the names of letters and recalling their corresponding sounds
• Difficulty decoding single words (reading single words in isolation)
• Difficulty spelling words the way they sound (phonetically) or remembering letter sequences in very common words seen often in print (e.g., “sed” for “said”)
Second Grade and Third Grade
Many of the previously described behaviors remain problematic along with the following:
• Difficulty recognizing common sight words (e.g., “to,” “said,” “been”)
• Difficulty decoding single words • Difficulty recalling the correct sounds for letters and letter patterns in reading
• Difficulty connecting speech sounds with appropriate letter or letter combinations and omitting letters in words for spelling (e.g., “after” spelled “eftr”)
• Difficulty reading fluently (e.g., reading is slow, inaccurate, and/or without expression)
• Difficulty decoding unfamiliar words in sentences using knowledge of phonics
• Reliance on picture clues, story theme, or guessing at words
• Difficulty with written expression
Fourth Grade through Sixth Grade
Many of the previously described behaviors remain problematic along with the following:
• Difficulty reading aloud (e.g., fear of reading aloud in front of classmates)
• Avoidance of reading (particularly for pleasure)
• Difficulty reading fluently (e.g., reading is slow, inaccurate, and/or without expression)
• Difficulty decoding unfamiliar words in sentences using knowledge of phonics
• Acquisition of less vocabulary due to reduced independent reading
• Use of less complicated words in writing that are easier to spell than more appropriate words (e.g., “big” instead of “enormous”)
• Reliance on listening rather than reading for comprehension
Middle School and High School
Many of the previously described behaviors remain problematic along with the following:
• Difficulty with the volume of reading and written work
• Frustration with the amount of time required and energy expended for reading
• Difficulty reading fluently (e.g., reading isslow, inaccurate, and/or without expression)
• Difficulty decoding unfamiliar words in sentences using knowledge of phonics
• Difficulty with written assignments
• Tendency to avoid reading (particularly for pleasure)
• Difficulty learning a foreign language
Postsecondary
Some students will not be identified as having dyslexia prior to entering college. The early years of reading difficulties evolve into slow, labored reading fluency. Many students will experience extreme frustration and fatigue due to the increasing demands of reading as the result of dyslexia. In making a diagnosis for dyslexia, a student’s reading history, familial/genetic predisposition, and assessment history are critical. Many of the previously described behaviors may remain problematic along with the following:
• Difficulty pronouncing names of people and places or parts of words
• Difficulty remembering names of people and places
• Difficulty with word retrieval
• Difficulty with spoken vocabulary
• Difficulty completing the reading demands for multiple course requirements
• Difficulty with notetaking
• Difficulty with written production
• Difficulty remembering sequences (e.g., mathematical and/or scientific formulas)
Retrieved from The Dyslexia Handbook - Revised 2021
Parent Education
Dyslexia Resources
Texas Dyslexia Handbook - Revised 2021 (English)
Texas Dyslexia Handbook - Revised 2021 (Spanish)
TEA Dyslexia & Related Disorders
International Dyslexia Association
Accommodations for Students with Dyslexia
Scottish Rite Learning Center of South Texas
Academic Language Therapy Association
Audiobooks & Read Aloud Resources
Learning Ally - Audiobooks. Students at MVISD who have been identified with reading difficulties have access to Learning Ally. Contact your campus dyslexia service provider for login information.
Talking Books - Students who have been identified with a learning disability may be eligible for the Talking Books Program.
Medina Valley Read Aloud Library - Books read aloud by our very own district librarians.
For more information regarding Special Education, Dyslexia, Section 504, and Multi-Tiered support systems in Texas, visit the Texas Education Agency - Resources on Special Education Webpage.
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