Massachusetts Dyslexia Guidelines

Frequently Asked Questions

April 2021

What Is Dyslexia?

• 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.

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• 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.

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• Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge

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U.S. National Institute of Child Health and Human Development (NICHD) in 2002 and remains the official definition for the International Dyslexia Association (IDA).7

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Use of the Term Dyslexia in Schools

• Both Federal and State guidance endorse the use of the term dyslexia during evaluation, eligibility determinations, and IEP documents, when students meet the criteria as outlined in the most widely accepted definition of Dyslexia.

Subtypes of Dyslexia

• Phonological Subtype
• Below Average: ¤ Phonemic Awareness ¤ Decoding Accuracy ¤ Sight Word Accuracy ¤ Passage Accuracy

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• Naming Speed Subtype
• Below Average: ¤ Rapid Automatized Naming - Letter Naming ¤ Decoding Efficiency ¤ Sight Word Efficiency ¤ Passage Fluency

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• Double Deficit Subtype
• Below Average across Both Phonological and Naming Speed Subtypes

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*Subtype determination is based on individualized analysis of patterns of weaknesses. Qualifying students may not score below average on all subtest in a particular category (Wolf & Bowers, 1999)

What Is The Difference Between Dyslexia And Specific Learning Disability?

• Specific Learning Disability -

The term means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think speak, read, write, spell, or to do mathematical calculations. Use of the term shall meet all federal requirements given in federal law at 34 CFR §§300.8(c)(10) and 300.309. (Dyslexia fits into this category)

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• As noted in 603 CMR 28.02(9), eligibility for special education services requires a student to have a disability and be determined by an IEP Team to be “unable to progress effectively in the general education program without specially designed instruction or is unable to access the general curriculum without a related service.”

My Student Has An IEP For Reading. Do I Need The School To Do A Screening To Find Out If There Is Dyslexia In The Profile?

• Screening tools are designed to predict the likelihood of reading challenges without the presence of targeted interventions and support

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• If the student has a disability and is receiving specially designed instruction then they are already participating in targeted interventions and support

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• The screening process is not equivalent to an evaluation for special education eligibility and cannot be equated with the diagnosis of dyslexia

Risk Factors for Dyslexia Can Be Detected Prior to Formal Reading Instruction

• A combination of research from the fields of neuroscience and education have resulted in a solid body of evidence that demonstrates students can reliably be screened for their risk of Dyslexia before receiving reading instruction

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• This finding suggests that Dyslexia is not a result of the daily struggle to learn to read; rather, students possess brain activation patterns that put them at risk before receiving formal instruction

Screening Is Not An Eligibility Determination

• Screening for Dyslexia risk is not the same as evaluating a student for special education eligibility
• Screening tools are designed to predict the likelihood of reading challenges without the presence of targeted interventions and support
• There is evidence to support the provision of Tier 3 instruction and/or a referral for a comprehensive evaluation (including assessments that can identify dyslexia) among those students who perform at or below the 5th percentile on Early Literacy Screening measures
• However, the fifth percentile on screening measures should not be used as the only threshold for making either of these critical decisions when the student demonstrates multiple characteristics of reading difficulties
• The use of screening measures and/or tiered interventions may not be used to delay or deny the evaluation of a student suspected of having a disability. Core instruction and universal supports (Tier 1) and other tiered interventions should continue throughout the special education eligibility process

Why Is Screening Important Before An Evaluation?

• Screening determines the level of risk for reading problems in general and the potential risk of having or developing dyslexia.
• If a student is determined to be at risk interventions can start right away. The goal would be to begin interventions to avoid the need for an evaluation and/or specially designed instruction.
• Screening provides intervention to students with (yet) undiagnosed literacy-related disabilities, including dyslexia, as well as those students who are experiencing literacy-related difficulties for other underlying reasons (Shaywitz, 2014)
• Screening procedures for dyslexia risk should be efficient and inexpensive and should be used for all students in a classroom. In contrast, diagnosis or identification of dyslexia requires a more comprehensive, time consuming, and expensive evaluation procedures and should only be applied to individuals in the population that have demonstrated elevated levels of risk demonstrated by screening results, have not responded adequately for generally effective early reading intervention, or both.

How does the Multi Tiered System of Support General Education Instruct Students Who May Be At Risk?

• Schools provide different levels of instructional support for students, based on the risk that students face for poor overall reading proficiency:
• Core classroom instruction for students reading at or above grade level (i.e., low risk for dyslexia and reading problems)—these students meet or exceed reading proficiency expectations;
• Moderate additional support for students reading somewhat below grade level expectations (moderate risk for dyslexia and reading problems)—these students nearly meet reading expectations or are below reading proficiency expectations. These students would benefit from small group interventions (e.g., Tier 2) that include phonemic awareness and phonics instruction that is tailored to their needs
• Intense additional support for students reading well below grade level expectations (at high risk for dyslexia and reading problems)—these students are well below reading proficiency expectations. These students would benefit from small group intensive interventions (e.g., Tier 3) that include phonemic awareness and phonics instruction.