Dyslexia
Information
for Parents
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What is dyslexia?
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Who has it?
What can be done about it?
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Table of Contents
Definitions and Characteristics
IDA Definition
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Characteristics
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Common Signs
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Assessment & Identification
Data Gathering
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Assessment
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Identification
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Instructional Strategies
Components of Instruction
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Accommodations
Classroom
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TAKS
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Additional Accommodations
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Suggestions for the Parent
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Dyslexia Resources
Reading List
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Online Resources
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Famous People with Dyslexia
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Definition and Characteristics of
Dyslexia
The International Dyslexia Association’s definition:
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, November 12, 2002).
Trouble turning print into sound (phonological processing) is the root cause of dyslexia.
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.
Source – The Dyslexia Handbook – Revised 2007
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Common Signs of Dyslexia
The following signs may be associated with dyslexia if they are unexpected for the
individual’s age, educational level, or cognitive abilities.
Pre-school:
 May talk later than most children;
 May have difficulty with rhyming;
 May have difficulty pronouncing words (i.e., busgetti for spaghetti, mawn lower
for lawn mower);
 May have poor auditory memory for nursery rhymes and chants;
 May be slow to add new vocabulary words;
 May be unable to recall the right word;
 May have trouble learning numbers, days of the week, colors, shapes, and how to
spell and write his or her name.
Kindergarten through third grade:
 Fails to understand that words come apart; for example, that snowman can be
pulled apart into snow and man and, later on, that the word man can be broken
down still further and sounded out as: /m/ /ă/ /n/;
 Has difficulty learning the letter names and their corresponding sounds;
 Has difficulty decoding single words (reading single words in isolation) – lacks a
strategy;
 Has difficulty spelling phonetically;
 Reads dysfluenty (choppy and labored);
 Relies on context to recognize a word.
Fourth grade through high school:
 Has a history of reading and spelling difficulties;
 Avoids reading aloud;
 Reads most materials slowly; oral reading is labored, not fluent;
 Avoids reading for pleasure;
 May have an inadequate vocabulary;
 Has difficulty spelling; may resort to using less complicated words in writing that
are easier to spell.
Source for Common Signs of Dyslexia is the state’s Dyslexia Handbook – Revised 2007.
The state’s sources were The International Dyslexia Association and Overcoming
Dyslexia by Dr. Sally Shaywitz.
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Assessment and Identification
Data Gathering
If student is not making adequate reading progress despite intervention and shows
characteristics of dyslexia, data is gathered, including such things as vision-hearing
screening, report cards, parent conferences, testing for LEP, TPRI and TAKS. Then, if
characteristics of dyslexia are noted (trouble with reading single real words in isolation,
spelling, and reading nonsense words as well as with slow, labored, choppy reading), a
formal assessment is done.
Assessment
Formal assessment is in the areas of characteristics and causes as well as secondary
consequences. So testing would be for decoding, word identification, spelling, oral rate
and accuracy, comprehension, phonological awareness, phonological memory, letter
identification, and rapid automatized naming (long-term memory). For formal assessment
to take place, the parents or guardians must be notified of the proposal to assess and must
give their permission to do so. They also must be told of their rights under §504.
Identification
A committee of knowledgeable persons reviews the data and determines whether the
student is dyslexic. If the student is covered by IDEA (special ed), the Admission,
Review and Dismissal (ARD) committee would make the identification and placement.
The committee of knowledgeable persons would follow a three-step process in making a
determination for dyslexia.
1. The student’s reading difficulties would reflect one or more of the primary
characteristics of dyslexia with unexpectedly low performance for the student’s
age and educational level in the following areas:
Decoding real words in isolation
Decoding nonsense words
Reading fluency
Written spelling (an isolated difficulty in spelling by itself would not be
sufficient to identify dyslexia)
2. The committee would then decide whether the unexpectedly low reading
performance was the result of a deficit in phonological processing, including
phonological awareness, rapid naming, and phonological memory.
3. Finally, the committee would judge whether the difficulties would be unexpected
for the student’s general cognitive abilities because he/she has at least an average
ability to learn in the absence of print or in other academic areas.
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Instructional Strategies for Dyslexia
Components of Instruction
The instructional program should be offered in a small class setting and include reading,
writing, and spelling as appropriate. The major instructional strategies should utilize
individualized, intensive, and multisensory methods as appropriate.
Components of instruction, as appropriate for the reading needs of the student, include
the following:
 Phonemic awareness instruction that enables students to detect, segment, blend,
and manipulate sounds in spoken language;
 Graphophonemic knowledge (phonics) instruction that takes advantage of the
letter-sound plan in which words that carry meaning are made of sounds and
sounds are written with letters in the right order. Students with this understanding
can blend sounds associated with letters into words and can separate words into
component sounds for spelling and writing.
 Language structure instruction that encompasses morphology (the study of
meaningful units of language such as prefixes, suffixes, and roots), semantics
(ways that language conveys meaning), syntax (sentence structure), and
pragmatics (how to use language in a particular context);
 Linguistic instruction directed toward proficiency and fluency with the patterns of
language so that words and sentences are the carriers of meaning;
 Strategy-oriented instruction in the strategies students use for decoding, encoding,
word recognition, fluency, and comprehension that students need to become
independent readers.
Instructional approaches, as appropriate to meet the instructional needs of the student,
include:
 Explicit, direct instruction that is systematic (structured), sequential, and
cumulative. Instruction is organized and presented in a way that follows a logical
sequential plan, fits the nature of language (alphabetic principle) with no
assumption of prior skills or language knowledge, and maximizes student
engagement. This instruction proceeds at a rate commensurate with students’
needs, ability levels, and demonstration of progress;
 Individualized instruction that meets the specific learning needs of each individual
student in a small group setting; a reading curriculum that matches each student’s
individual ability level and contains all of the Components of Instruction
mandated in 19 TAC §74.28;
 Intensive, highly concentrated instruction that maximizes student engagement,
uses specialized methods and materials, produces results, and contains all the
Components of Instruction mandated in 19 TAC §74.28;
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 Meaning-based instruction that is directed toward purposeful reading and writing,
with an emphasis on comprehension and composition;
 Multisensory instruction that incorporates the simultaneous use of two or more
sensory pathways (auditory, visual, kinesthetic, tactile) during teacher
presentations and student practice.
From The Dyslexia Handbook – Revised 2007
Accommodations
Classroom Accommodations
A student with dyslexia may require accommodations in the classroom setting. The most
common and needed accommodations are extended time for reading due to the student’s
lack of fluency and not penalizing the student for spelling errors on assignments without
time for editing, since dyslexia directly affects spelling. Depending on the student’s
individual needs, additional accommodations may be necessary.
From the Dyslexia Handbook – Revised 2007
Note – see page 8 for more specific accommodations
TAKS Accommodations
Reading
 Orally reading all proper nouns to students
 Orally reading all question–and–answer choices to students
 Extending the testing time over two days
These accommodations, which must be offered together as a bundle, can be used for the
TAKS reading test in English and Spanish at grades 3-6. They can also be used for the
TAKS reading tests in English at grades 7-8. This is as of the 2007-2008 school year.
Those eligible for the accommodations are students not receiving special education
services who are identified with dyslexia or students receiving special education services
who are identified with dyslexia or with having a severe reading disability that exhibits
the characteristics of dyslexia. Additionally, the students must routinely receive
accommodations in classroom instruction and testing that address the difficulties he/she
has reading words in isolation.
Math, Science, Social Studies
Students who have been identified as having dyslexia may receive an oral administration
of TAKS in math, science and social studies. The student must regularly receive this
accommodation in the classroom.
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ACCOMMODATIONS/MODIFICATIONS
These are some accommodations/modifications that might be used in your child’s classroom. Your child’s
teacher should be able to tell you which ones are most appropriate for your child’s needs.
GENERAL SUGGESTIONS
 Present small amounts of new information at one time
 Relate new information to previously taught, related information
 Use multisensory techniques; demonstrate; use visual clues
 Follow a practice hierarchy; teacher models, demonstrates; teacher guides practice with the group;
teacher guides practice with partners; teacher guides practice with individuals; then independent
practice.
 Reduce paper/pencil tasks
 Avoid penalizing for spelling errors, reversals, etc.
CLASSWORK
 Do not require student to read aloud
 Omit assignments requiring copying in a timed situation
 Allow student to copy from a book or paper rather than the board
 Post visual reminders and/or examples
 Allow student more time to think
 Encourage student to ask questions
 Evaluate oral performance more than written
GIVING DIRECTIONS
 Give directions in small steps, one at a time.
 Read written directions to students, then model/demonstrate
 Accompany oral directions with visual clues
 Ask student to repeat; make sure she/he understands
HOMEWORK
 Reduce reading assignments
 Assign only independent practice; provide written directions and/or examples
 Accept work dictated by student to a parent/tutor
 Reduce written work assignments
 Allow student to record or type assignments
STUDY AIDS
 Provide textbooks with highlighted text
 Provide study guides; emphasize critical points
 Provide manipulatives, matrix charts
 Allow student to copy notes of a study buddy
 Allow student to use a calculator
 Allow student to tape record lectures and test reviews
 Allow student to use a computer
 Provide peer tutoring
ORGANIZATION
 Teach notebook organization
 Break assignments into small steps
 Help student schedule long-term assignments
 Provide study sheets to organize materials and check review for correct answers
TESTING
 Vary types of tests: multiple choice, true/false, oral presentation, demonstration, models
 Avoid essay tests; allow short answers
 Read test to student
 Allow student to respond orally
 Provide one-on-one testing
 Avoid timed testing
Compiled by Margaret T. Smith. 1994. Permission to duplicate granted
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Suggestions for the Parent
Learn about dyslexia.
 Expand your knowledge by reading. (See recommended reading list.)
 Attend conferences and presentations by professionals in the field.
Understand your child and help your child understand.
 Acknowledge your child’s difficulty with reading.
 Demystify dyslexia with open discussion about the learning disorder and its effect
on your child.
 Explain that individuals learn differently.
 Encourage questions and discussion about concerns and problems with learning.
 Encourage your child to learn through listening, talking, observing and
experiencing.
 Maintain high expectations for content learning despite reading and writing
limitations, while emphasizing other ways to learn.
 Set standards, goals, and expectations of achievement within reach of your child’s
abilities.
Support your child.
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Respect your child and value his or her uniqueness.
Focus on your child’s abilities.
Encourage development of hobbies, interests, and talents.
Allow and encourage originality and creativity.
Initiate a variety of learning experiences (museums, historical sites and places
where there are “hands-on” learning opportunities, etc.)
Read aloud to your child for information, literacy appreciation, and recreation.
Plan activities and tasks that assure successful experiences.
Organize your child’s environment and agree upon a regular routine for meals,
homework, recreation, chores, bedtime, etc.
Offer frequent and specific praise to your child for good effort as well as for
success.
Collaborate with educators.
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Gain knowledge about the school’s responsibilities to your child.
Act as liaison between school and child, adding the positive dimension for both.
Communicate your child’s special learning needs to the school
Request appropriate accommodations that are specific to your child’s needs, such
as adjusted reading and writing assignments, use of tape recorders, computers,
oral testing, etc.
 Develop an on-going communication system between home and school.
 Establish a team approach planned by teacher, parent, and student for developing
study skills and assisting with schoolwork.
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Designate a time and place for homework.
Devise a plan for completing long assignments.
Develop strategies for complex assignments.
Use recorded textbooks or read aloud to your child.
Incorporate technology for efficient and effective learning.
Act as your child’s secretary by writing assignments as he or she dictates.
Exhibit enthusiasm and interest in your child’s learning.
From Dealing with Dyslexia – Revised 7/98
DYSLEXIA RESOURCES
Reading List
If you’re going to read one book I would highly recommend the following:
Overcoming Dyslexia by Dr. Sally Shaywitz. The revised state Dyslexia Handbook
includes much information from this book. It’s easy to read and will be very helpful to
parents in understanding dyslexia and their child’s needs.
The Dyslexia Handbook – Revised 2007 ---- Procedures Concerning Dyslexia and
Related Disorders. This is the state handbook and was produced by the Texas Education
Agency. Copies are available online at www.tea.state.tx.us/curriculum/elar/index.html.
The link is under documents on that page.
Parenting a Struggling Reader – by Susan L. Hall and Louisa C. Moats.
Books for your student:
How Dyslexic Benny Became a Star: A Story of Hope for Dyslexic Children and
their Parents by Joe Griffith
Josh: A Boy With Dyslexia by Caroline Janover
My Name is Brain Brian by Jeanne Betancourt. Grades 4-6
The Alphabet War – A Story About Dyslexia by Diane Burton Robb. Grades K-4
The Don’t Give Up Kid and Learning Differences by Jeanne Gehret.
Thank You, Mr. Falker by Patricia Polacco. Grades K-4
The Worst Speller in Jr. High by Caroline Janover. Grades 5-7
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Online resources
The International Dyslexia Association
www.interdys.org
This site is loaded with information, articles,
fact sheets
Learning Disabilities Association
www.ldanatl.org
Learning Disabilities Association of
Texas
www.ldat.org
Recording for the Blind and Dyslexic,
Inc.
www.rfbd.org
Texas Scottish Rite Hospital for
Children
www.tsrhc.org/index.cfm
Bright Solutions for Dyslexia
www.brightsolutions.us
LDOnline from Schwab Learning
www.ldonline.org
This site has an area for the students as well as
the parents.
Region IX – Educational Service Center
Paula Tilker
301 Loop 11
Wichita Falls, TX 76306
940-322-6928
www.esc9.net
Recording for the Blind and Dyslexic,
Texas Unit
http://www.rfbd.org/Texas_Unit.htm
National Center for Learning Disabilities
www.ncld.org
Talking Book Program
Texas State Library and Archives
Commission
www.tsl.state.tx.us/tbp
National Institute of Neurological
Disorders information page
www.ninds.nih.gov/disorders/dyslexia/d
yslexia.htm
Texas Education Agency
State Dyslexia Coordinators
Region X – Education Service Center
www2.ednet10.net/dyslexia/
Schwab Learning
www.schwablearning.org/index.asp
A lot of information for parents on this site.
Many of the above sites have additional
links and books that you might be
interested in.
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FAMOUS PEOPLE WITH DYSLEXIA
Actors & Entertainers
Orlando Bloom
Tom Cruise
Danny Glover
Whoopi Goldberg
Jay Leno
Keanu Reeves
Henry Winkler
Walt Disney
Artists, Designers
Musicians
Cher
John Lennon
Athletes
Diamond Dallas Page
Nolan Ryan
Jackie Steward
Bruce Jenner
Leonardo Da Vinci
Tommy Hilfiger
Pablo Picasso
Business Leaders
Inventors & Scientists
Political Leaders
Thomas Edison
Albert Einstein
William Hewlett
Charles Schwab
Winston Churchill
Woodrow Wilson
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