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Dyslexia

The Dyslexia Program in New Diana ISD, in partnership with parents, teachers, and administrators, will provide all students identified with dyslexia research-based instruction and academic support to prepare them to be successful, lifetime readers and writers.

Dyslexia Defined

The current definition from the International Dyslexia Association states the following:

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. (Adopted by the International Dyslexia Association Board of Directors, Nov. 12, 2002)


Characteristics of Dyslexia

The primary difficulties of a student identified as having dyslexia occur in phonemic awareness and manipulation, single-word decoding, reading fluency, and spelling. Secondary consequences of dyslexia may include difficulties in reading comprehension and/or written expression. These difficulties are unexpected for the student’s age, educational level, or cognitive abilities. Additionally, there is often a family history of similar difficulties.

The following are the primary reading/spelling characteristics of dyslexia:

Difficulty reading real words in isolation

  • Difficulty accurately decoding nonsense words
  • Slow, inaccurate, or labored oral reading (lack of reading fluency)
  • Difficulty with learning to spell

The reading/spelling characteristics are the result of difficulty with the following:

  • The development of phonological awareness, including segmenting, blending, and manipulating sounds in words
  • Learning the names of letters and their associated sounds
  • Phonological memory (holding information about sounds and words in memory)
  • Rapid naming of familiar objects, colors, or letters of the alphabet
  • Secondary consequences of dyslexia may include the following:
  • Variable difficulty with aspects of reading comprehension
  • Variable difficulty with aspects of written composition
  • A limited amount of time spent in reading activities

Contact:

Director of Federal/State Programs Melissa Ryan 903-663-8000 x 219 mryan@ndisd.org

Links:

New Diana Dyslexia Manual

The International Dyslexia Association

Dyslexia Handbook