Identifying Dyslexia Studentsin Manor ISD

Contacts

Dyslexia Specialists Responsible for interventions and testingKathy McKay – BTE, PCE, and contact for secondary evaluations

Megan Cheney – MES, BMEKeith Karseno – PME, OME, DES

Definition of Dyslexia• 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.

Regular Ed.

504

Dyslexia

Special Education

Contacts

Elementary 504 Coordinators: MES– Laura Krcmar BME – Jose Valenzuela PME – Stephen Torres OME – Ralph Henley BTE – Joanne Garza PCE – Bertha Day DES – Lauri Webb

Contacts

Secondary 504 CoordinatorsMMS – Patricia CarrelloDMS – Jesse LachicoMHS – MNT – Janice HurtExcel – Nikkida Butler/Ivonne Malone

Common Signs of Dyslexia

The following signs may be The following signs may be associated with dyslexia if they associated with dyslexia if they are unexpected for the are unexpected for the individualindividual’’s age, educational s age, educational level, or cognitive abilities:level, or cognitive abilities:

Pre-School:Pre-School:

May talk later than most May talk later than most childrenchildren

May have difficulty with rhymingMay have difficulty with rhyming May have difficulty pronouncing May have difficulty pronouncing

words, i.e., words, i.e., ““busgettibusgetti”” for for spaghettispaghetti””, , ““mawn lowermawn lower”” for for ““lawn mowerlawn mower””

Poor auditory memory for Poor auditory memory for nursery rhymes and chantsnursery rhymes and chants

May be slow to add new May be slow to add new vocabulary wordsvocabulary words

May be unable to recall the right May be unable to recall the right wordword

May have trouble learning May have trouble learning numbers, days of the week, numbers, days of the week, colors, shapes, and how to spell colors, shapes, and how to spell and write his/her nameand write his/her name

Kindergarten- 3rd GradeKindergarten- 3rd Grade

Fails to understand that words Fails to understand that words come apart; for example, that come apart; for example, that snowman can be pulled apart into snowman can be pulled apart into snow and man, and later on, that snow and man, and later on, that the word man can be broken down the word man can be broken down still further and sounded out as /m/ still further and sounded out as /m/ /a/ /n/;/a/ /n/;

Has difficulty learning the letter Has difficulty learning the letter names and their corresponding names and their corresponding sounds;sounds;

Has difficulty decoding single words Has difficulty decoding single words (reading single words in isolation); (reading single words in isolation); lack of a strategy;lack of a strategy;

Has difficulty spelling phonetically;Has difficulty spelling phonetically; Reads dysfluently (choppy and Reads dysfluently (choppy and

labored);labored); Relies on context to recognize a Relies on context to recognize a

wordword

Fourth Grade - High School:Fourth Grade - High School:

Has a history of reading and Has a history of reading and spelling difficultiesspelling difficulties

Avoids reading aloudAvoids reading aloud Reads most materials slowly; Reads most materials slowly;

oral reading is labored, not oral reading is labored, not fluentfluent

Avoids reading for pleasureAvoids reading for pleasure May have an inadequate May have an inadequate

vocabularyvocabulary Has difficulty spelling; may Has difficulty spelling; may

resort to using less complicated resort to using less complicated words in writing that are easier words in writing that are easier to spellto spell

Common Myths• Individuals with dyslexia see letters and words

backwards.• Colored lenses or overlays can correct the reading

difficulty.• More boys than girls have dyslexia. • Dyslexia can not be identified until the third grade.• If a person is able to read s/he cannot be Dyslexic.• Children with Dyslexia can learn to read just like

anyone else, they just progress more slowly.• Dyslexia is a medical problem, so doctors can

diagnose Dyslexia.• Dyslexia is a general, catch-all term for any student

with a reading difficulty.• Children outgrow Dyslexia.

Prevalence

Conservative estimates indicate that Dyslexia affects 10% of the population,although it is most likely that close to

20% of the population is Dyslexic.

Continuum

Dyslexia occurs on a continuum of severity levels. Individuals with very mild degrees of dyslexia may compensate for their learning differences without educational intervention, while individuals with more severe degrees of dyslexia will need extensive educational intervention designed to meet their unique needs.

English Language LearnersEnglish Language Learners

Much diversity exists among English Much diversity exists among English Language Learners.Language Learners.

The identification and service The identification and service delivery process for Dyslexia must delivery process for Dyslexia must be in step with the studentbe in step with the student’’s s linguistic environment and linguistic environment and educational background. educational background.

Involvement of the Language Involvement of the Language Proficiency Assessment Committee Proficiency Assessment Committee (LPAC) is recommended and is (LPAC) is recommended and is necessary for those students necessary for those students identified as LEP (Limited English identified as LEP (Limited English Proficient).Proficient).

*See The Dyslexia Handbook-Revised 2007 for additional Data Gathering.*See The Dyslexia Handbook-Revised 2007 for additional Data Gathering.

Referral Process

GIST meeting held regarding student of concern.

If it is decided that a Dyslexia Screener is needed, we will distribute it to you.

You will have 2 weeks to complete it and return it to our box.

We will review Screener and determine if the student will be evaluated for Dyslexia.

Referral Process (continued) If student will be tested, the 504 Coordinator will begin the referral process on eSped.

The 504 Coordinator will also need you to complete a Teacher Input form (behavior, participation, instructional concerns, etc.)

When testing is completed, a 504 meeting will be held to review results and determine if the student qualifies for Dyslexia/504

ResourcesRegion 13 Education Service CenterDyslexia Specialists5701 Springdale RoadAustin, TX 78723(512) 919-5401susan.patteson@esc13.txed.netjudy.butler@esc13.txed.netwww.esc13.net/dyslexia

The International Dyslexia Association40 York Rd., 4th FloorBaltimore, MD 21204(410) 296-0232http://www.interdys.org

Scottish Rite Learning Center of Austin12871 North U.S. Highway 183, Suite 105Austin, TX 78750(512) 472-1231(Evaluation services)