Dyslexia

Children learn to read, write, and spell in different ways. A balanced reading program should meet the needs of most students.

The Spring ISD Dyslexia Program strives to facilitate reading skills achievement at the student’s personal skill level. All dyslexia teachers are trained in the intervention of students with dyslexia. The reading intervention programs have a systematic process for discovering and identifying student deficits. Teachers use a research-based program to deliver the intervention to students. Accommodations are used to assist students in other areas of their academia to combat struggles with dyslexia. 

Students can make progress at their own rate in the reading intervention program.  Classroom teachers are provided training to work with students who have reading challenges.  We use informal and formal testing to identify and design the student’s dyslexia program, which has broadened the number of students meeting the criteria for dyslexia compared to the number during the 1990s.  Reversal of letters and numbers is not dyslexia; it is so much more.

The current definition from the International Dyslexia Association states: “Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and 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 the growth of vocabulary and background knowledge.”

Over the years, there has been increased awareness and research for parents and teachers to learn and adapt training to meet the needs of students.  The Texas state government has designed a handbook for schools to implement best practices for student interventions.  This handbook, also known as the “The Dyslexia Handbook," guides our systems and process for identification, program implementation, and monitoring of the student’s acquisition of skills.  There is a current handbook up for review on the TEA website that provides information and updates about dyslexia that has occurred over the last five years. The new handbook was ratified in November 2021.

The curriculum is focused on meeting basic reading needs such as phonemic awareness, the six syllables, word recognition, reading fluency, comprehension, and spelling.  Students work with teachers in pullout or classroom situations on their various skill deficits while increasing their strengths.    Most groups average 3–6 students with a teacher trained in dyslexia remediation.  They can assist students with specific learning strategies, multisensory techniques, games, and technologies.  Communication with parents throughout the school year benefits the student and the teacher as part of the monitoring system.

Students will be identified through a special education evaluation process, and specially designed instruction services will be provided in special education.

Contact Us

Contact
Ty C. Bailey
Coordinator of 504 and Dyslexia
Telephone: 281-891-6278
Email Ty C. Bailey

Dyslexia / Section 504

Additional Resources