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Dyslexia & Related Disorders

Parent Education Program

2024-2025

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The Dyslexia Handbook

Procedures Concerning Dyslexia and Related Disorders

2024 Update

The Dyslexia Handbook-2024 Update

TEA: Dyslexia and Related Disorders Webpage

In Texas, our leadership and resources are found in The Dyslexia Handbook. For these reasons, it is super important to understand and know the dyslexia handbook. It is the document TEA has provided to districts to ensure they do right by our students and not just check a compliance box. In addition, districts are now mandated by the law to follow the guidelines outlined in both federal AND state requirements, including The Dyslexia Handbook as outlined in Section 3 of HB 3928 (or TEC 29.0031) (2) comply with all federal and state requirements,

including the Dyslexia Handbook: Procedures Concerning Dyslexia and Related Disorders, as adopted by the State Board of Education, and its subsequent amendments, regarding any evaluation of the student;

So let’s take a look at the revamped handbook.

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Definition of Dyslexia

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 sociocultural opportunity.”

(The Dyslexia Handbook, 2024 Update, 7)

The International Dyslexia Association (IDA) 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

(The Dyslexia Handbook, 2024, 7)

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With functional MRIs, scientists can see dyslexia in the brain: underactivation of a reading area at the back and inappropriate activation in the right hemisphere.

“Dyslexia is a specific learning disability that is neurobiological in origin.”

(International Dyslexia Association, 2002)

Occipital temporal – underactivation

Parieto temporal – underactivation

Broca’s area, Inferior gyrus – overactivation

(Shaywitz, 2020)

Script:

A closer examination of the first line in the definition tells us that dyslexia is a specific learning disability, meaning that it refers to the specific skill area of reading and the processes involved. The International Dyslexia Association (IDA), refers to a “cluster of symptoms”, which result in people having difficulties with specific language skills, particularly in reading (2020).

Dyslexia is not a pervasive disorder (such as an intellectual disability); it is a neurobiological disorder. Neurobiological means “brain-based.” The brains of those with dyslexia differ in function from those of typically developing readers. This means that dyslexia will persist across a lifespan; individuals with dyslexia will always have dyslexia (Shaywitz, 2020, 79-80).

Initially, readers with dyslexia have trouble analyzing words and transforming letters into sounds because they have under activated neural pathways in the back of the brain. Even as readers with dyslexia mature, some may remain slow and non-fluent readers (Shaywitz, 2020).

Older children with dyslexia demonstrate an increased activation in the frontal regions of the brain, so by adolescence, they are demonstrating a pattern of overactivation in Broca’s area—that is, students with dyslexia are increasingly using these frontal regions for reading as they age. Students will subvocalize while reading (a process that utilizes Broca’s area, which is responsible for articulating spoken words) as a means of compensating for reading difficulty. Subvocalization also helps the reader develop an awareness of the sound structure of a word by physically forming it with the lips, tongue, and vocal cords. Although this process allows the person to read, the result is slower and less efficient reading than if the occipito-temporal word identification system were functioning (Shaywitz, 2020).

This pattern of under activation in the back of the brain provides a neural signature for the phonological difficulties characterizing dyslexia. It is universal—true of persons with dyslexia at all languages and all ages (Shaywitz, 2020).

Converting an orthographic form (letter or letter pattern) into a phonological one (sound) is vital to learning to read. This is called the alphabetic principle, realizing that an orthographic code links with a certain sound. Research indicates that the left hemisphere has three main areas active in reading tasks. Two of the areas, —Broca’s area, involved with articulation/word analysis, and the parieto-temporal word analysis area—are active in reading tasks needing phonological processing. A third area called occipito-temporal, is at the back of the brain and is also referred to as the word-form area. This back area is used by skilled readers.

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(The Dyslexia Handbook, 2024, 7)

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Secondary Consequences of Dyslexia

Difficulty with aspects of reading comprehension

Difficulty with aspects of written language

Limited growth in vocabulary and background knowledge due to reduced reading experiences

(The Dyslexia Handbook, 2024, 7)

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Evidence-Based Core Reading Instruction

TEC §28.0062 requires each local education agency (LEA) to provide for the use of a phonics curriculum that uses systematic direct instruction, without the incorporation of three-cueing, in kindergarten through third grade to ensure all students obtain necessary early literacy skills.

Schools must ensure that all students receive explicit systematic Tier 1 reading instruction.

TDH, 2024, pg. 8

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Common Risk Factors Associated with Dyslexia

Preschool, Kindergarten, and First Grade

TDH, 2024 pg.9

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Common Risk Factors Associated with Dyslexia

Second and Third Grade

Fourth through Sixth Grade

TDH, 2024 pg.9

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Common Risk Factors Associated with Dyslexia

Middle and High School

Postsecondary

TDH, 2024 pg. 10

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Since dyslexia is a neurobiological, language-based disability that persists over time and interferes with an individual's learning, it is critical that identification and intervention occur as early as possible

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Definition of Dysgraphia

Texas Education Code (TEC) §38.003 defines dysgraphia in the following way:

“A review of recent evidence indicates that dysgraphia is best defined as a neurodevelopmental disorder manifested by illegible and/or inefficient handwriting due to difficulty with letter formation. This difficulty is the result of deficits in graphomotor function (hand movements used for writing) and/or storing and retrieving orthographic codes (letter forms) (Berninger, 2015). Secondary consequences may include problems with spelling and written expression. The difficulty is not solely due to lack of instruction and is not associated with other developmental or neurological conditions that involve motor impairment.”

(The Dyslexia Handbook, 2024 Update, 55

Texas Education Code (TEC) §38.003 defines dysgraphia in the following way:

“Dysgraphia is a written language disorder in serial production of strokes to form a handwritten letter. This involves not only motor skills but also language skills-finding, retrieving, and producing letters, which is a subword-level language skills. The impaired handwriting may interfere with spelling and/or composing, but individuals with only dysgraphia do not have difficulty with reading (Berninger, Richards, & Abbott,2015)

(The Dyslexia Handbook, 2024 Update, 55)

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Dysgraphia Characteristics

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Dysgraphia Can Be Caused By

The Dyslexia Handbook 2024 pg. 56

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Problem and Causes

TDH, 2024 pg. 55

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Screening

For Dyslexia and Related Disorders

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State Requirements

TEC §38.003: Screening and Treatment for Dyslexia: Screening for ALL Kindergarten, 1st grade, and beyond 1st as appropriate.

TEC §28.006: Reading Diagnosis: Administer a reading instrument to diagnose reading development and comprehension.

19 TAC §74.28: States evaluations should only be conducted by appropriately trained and qualified individuals.

TDH, 2024, pg. 13

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Screening is defined as a universal measure administered to ALL student by a qualified personnel to determine which students are at risk for dyslexia or reading difficulties

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Screener Criteria

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7th grade Reading Diagnostic

https://tea.texas.gov/academics/subject-areas/english-language-arts-and-reading/grade-7-reading-instruments

To the Administrator Addressed

July 13, 2023

The Texas Education Agency (TEA) has posted a new Commissioner’s List of Approved Grade 7 Reading Instruments for use during the 2023–2024 through 2026–2027 school years in accordance with Texas Education Code (TEC), §28.006(c-1).

https://tea.texas.gov/sites/default/files/taa-2023-2027-commissioners-list-of-grade-7-reading-instruments.pdf

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Procedures for the Evaluation and Identification of Students with Dyslexia

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Procedures

TDH, 2024 pg. 29

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Evaluations of Specific Learning Disabilities

Guidance Document

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Steps in Evaluation Procedures

Data Gathering
Formal Evaluation
Domains to Assess Specific to Dyslexia
Review and Interpretation of Data and Evaluations
Dyslexia Identification

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Additional state rules and regulations specific to dyslexia and dysgraphia

Evaluation Guide pg. 23-26

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Requirements When Dyslexia is Suspected

If the local educational agency (LEA) suspects, or has reason to suspect, a student has dyslexia and may be a student with a disability under IDEA, including after reading diagnostic assessments under TEC §28.006 or screening under TEC §38.003, the LEA must:

TEC §29.0031(a)

TDH, 2024 pg. 29

TEC §29.0031(a) states, if the district suspects, or has reason to suspect, a student has dyslexia and may be a student with a disability under IDEA, the LEA must:

Provide parents/guardians with a form developed by the Texas Education Agency (TEA) explaining their rights under IDEA that may be additional to rights under Section 504. Comply with all federal and state requirements, including The Dyslexia Handbook, regarding any evaluation of the student; and
If the student is to be evaluated for dyslexia or a related disorder, evaluate the student in all other areas of suspected disabilities.

TEA has created the required form for LEAs to use and it can be found on the TEA Dyslexia and Related Disorders webpage. Presenters, please go to the webpage and walk participants through the steps to find the required form.

We will start with number 1 and continue the process previously used. With your group; read it, highlight key terms, summarize, and post in Padlet.

*Presenters go over key points and clarify any misconceptions.

Go to # 1, 2, 8 in the FAQ

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Parent’s Right to Request a Referral for a Dyslexia Evaluation

TDH, 2024 pg. 25

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Parent Request for Evaluation

Parents may ask for a meeting with the campus to discuss their concerns and/or to request a full individual evaluation for dyslexia or a related disorder at any time. This request can be made to their child’s teacher, the campus counselor, or the diagnostician. It can be in writing, in person, or over the phone.

The Dyslexia Handbook 2024 pg. 25 & 29

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Special Education Dispute Resolution Process

The Dyslexia Handbook 2024 pg. 25

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Pathway for the Identification of Instruction for Students with Dyslexia

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Critical, Evidence-Based Components of Dyslexia Instruction

Dyslexia and Related Disorder

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Dyslexia Intervention

Critical Evidenced Based Components

Delivery of Dyslexia Intervention

phonological awareness
sound-symbol association
syllabication
orthography
morphology
syntax
reading comprehension
reading fluency

multisensory instruction
systematic
cumulative
explicit
diagnostic teaching to automaticity
analytic and synthetic approaches

The Dyslexia Handbook 2024 pg. 39-41

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Qualifications of Service Providers

Training in critical, evidence-based components of dyslexia instruction such as phonological awareness, sound-symbol association, syllabication, orthography, morphology, syntax, reading comprehension, and reading fluency.

Training in the district dyslexia program to deliver multisensory instruction that simultaneously uses all learning pathways to the brain, is systematic and cumulative, is explicitly taught, uses diagnostic teaching to automaticity, and includes both analytic and synthetic approaches.

The Dyslexia Handbook 2024 pg. 41-44

Have a bachelor’s degree, certified in dyslexia therapy, and/or certified as an educator by the SBOE

Does not have to be certified as a special educator

Most appropriate person to offer dyslexia instruction

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Instructional Accommodations

Minimizes impact of disability by providing equitable access to grade-level or course instruction in the general education classroom.
Not one size fits all; the impact of dyslexia on each individual student determines the necessary accommodation.
Accommodations may:

Adapt delivery of instruction
Provide variation in the way a student communicates knowledge
Allow for changes to the environment

Accommodations are changes to materials, actions, or techniques, including the use of technology, that enable students with disabilities to participate meaningfully in grade-level course instruction.

For more Information on Accommodations - International Dyslexia Association, Accommodation Central

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State Assessment Accommodations

Accessibility Features are procedures & materials that are allowed for any student who needs them.�*Small Group *Read Aloud *Blank Place Markers �*Use of various highlighters, colored pencils, etc.�*Use of tools to minimize distractions or help maintain focus
Designated Supports are locally-approved supports who meet eligibility criteria.�*Oral Administration *Calculation Aids (gr. 5-7)�*Content & Language Supports (online only) *Extra Time�*Spelling Assistance *Basic Transcribing *Structured Reminders

When making decisions about accommodations, instruction is always the foremost priority. Not all accommodations used in the classroom are allowed during a state assessment.

For more Information on Accommodations for State Assessment - TEA Accommodation Resources

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Talking Books Program

Senate Bill (SB) 2075 requires school districts to notify the parents or guardians of students determined, on the basis of dyslexia screening or reading instrument results to have dyslexia or a related disorder, or to be at risk for dyslexia or other reading difficulties, to have access to the Talking Book Program (TBP) maintained by the Texas State Library and Archives Commission. The TBP provides students with reading disabilities the ability to borrow audiobooks free of charge and includes over 100,000 titles, hundreds of which are in Spanish.

Talking Book Application English Talking Book Application Spanish

https://www.tsl.texas.gov/tbp/index.html

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Parent Resources

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Dyslexia Contacts

District Dyslexia Contact:

Region 8 Dyslexia Contact:

Johnnie Freeman

jfreeman@reg8.net

State Dyslexia Helpline

1-800-232-3030

https://www.spedtex.org/

inquire@spedtex.org

1.855.773.3839