DYSLEXIA
SCISD Dyslexia Specialist:
Melissa Emmons (EC-6, Dyslexia, Reading by Design Certified Educator)
melissa.emmons@scisd.net
325-853-2514 ext. 521
SCISD Dyslexia Philosophy Statement
Children learn to read, write and spell in different ways. A balanced reading program should meet the needs of most students. Students who do not learn to read, write, and spell in spite of a broad, balanced reading program should be provided alternative strategies to meet this goal. If the strategies are unsuccessful, the child may have a developmental reading disorder, such as dyslexia. Children who show signs of dyslexia may need intervention to succeed in school. The Schleicher County ISD Dyslexia Instructional Program is offered at each campus to those students who meet program qualifications.
To intervene with students having difficulty reading, writing and/or spelling to help them learn strategies to compensate and become successful readers while becoming successful students in their classes
To be proactive in the early identification of students who may need instructional intervention for dyslexia
To provide alternative learning strategies by teachers trained in dyslexia methods to those students identified as having dyslexic tendencies
To enable each student served within the Dyslexia Instructional Program to meet minimum expectations on the state reading assessment
Dyslexia Handbook 2024:
Manual Sobre Dislexia (texas.gov)
Parent Resources:
Characteristics of Dyslexia Identify Risk Factors Associated with Dyslexia at Different Ages:
Pre-School
Delay in learning to talk
Difficulty with rhyming
Difficulty pronouncing words (e.g., “pusgetti” for “spaghetti,” “mawn lower” for “lawn mower”)
Poor auditory memory for nursery rhymes and chants •
Difficulty adding new vocabulary words
Inability to recall the right word (word retrieval)
Trouble learning and naming letters and numbers and remembering the letters in his/ her name
Aversion to print (e.g., doesn’t enjoy following along if a book is read aloud)
K-1st Grade
Difficulty breaking words into smaller parts, or syllables (e.g., “baseball” can be pulled apart into “base” “ball” or “napkin” can be pulled apart into “nap” “kin”)
Difficulty identifying and manipulating sounds in syllables (e.g., “man” sounded out as /m/ /ă/ /n/)
Difficulty remembering the names of letters and recalling their corresponding sounds
Difficulty decoding single words (reading single words in isolation)
Difficulty spelling words the way they sound (phonetically) or remembering letter sequences in very common words seen often in print (e.g., “sed” for “said”)
2nd - 3rd Grade
Many of the previously described behaviors remain problematic along with the following:
Difficulty recognizing common sight words (e.g., “to,” “said,” “been”)
Difficulty decoding single words
Difficulty recalling the correct sounds for letters and letter patterns in reading
Difficulty connecting speech sounds with appropriate letter or letter combinations and omitting letters in words for spelling (e.g., “after” spelled “eftr”)
Difficulty reading fluently (e.g., reading is slow, inaccurate, and/or without expression)
Difficulty decoding unfamiliar words in sentences using knowledge of phonics
Reliance on picture clues, story theme, or guessing at words
Difficulty with written expression
4th - 6th Grade
Many of the previously described behaviors remain problematic along with the following:
Difficulty reading aloud (e.g., fear of reading aloud in front of classmates)
Avoidance of reading (particularly for pleasure)
Difficulty reading fluently (e.g., reading is slow, inaccurate, and/or without expression) •
Difficulty decoding unfamiliar words in sentences using knowledge of phonics
Acquisition of less vocabulary due to reduced independent reading TEXAS DYSLEXIA HANDBOOK Page | 10
Use of less complicated words in writing that are easier to spell than more appropriate words (e.g., “big” instead of “enormous”)
Reliance on listening rather than reading for comprehension
Middle School and High School
Many of the previously described behaviors remain problematic along with the following:
Difficulty with the volume of reading and written work
Frustration with the amount of time required and energy expended for reading
Difficulty reading fluently (e.g., reading is slow, inaccurate, and/or without expression)
Difficulty decoding unfamiliar words in sentences using knowledge of phonics
Difficulty with written assignments • Tendency to avoid reading (particularly for pleasure)
Difficulty learning a foreign language
Evaluation/Placement
The initial evaluation must be conducted and the evaluation report written not later than the 45th school day following the date the district receives written consent for the evaluation, signed by the student’s parent or legal guardian.
The ARD/IEP Committee determines eligibility based on the assessment, then makes recommendations for the student. Possible recommendations may include:
No placement recommended
Classroom accommodations with student monitoring (placement in Dyslexia Instructional Program)
Other recommendations appropriate for the student
If the ARD/IEP Committee recommends placement in the dyslexia program, written parent permission is required and will be obtained prior to placement.
Dyslexia Classes
Dyslexia classes are pull-out classes offered for students identified with dyslexia, through special education. Instruction at the elementary/middle school levels is done through pull-outs.
Instruction at the high school level is determined based on individual student need. If identified for dyslexia services, students will receive an assessment in the dyslexia program to determine if placement in the program would be beneficial. If so, the student will receive services at a designated class period or in a pull-out format. If the student has advanced past benefitting from the dyslexia program, but still can benefit from classroom accommodations, 504 Services may be established by the 504 Committee. Additionally, if a parent denies SPED services for Dyslexia, a student may receive 504 accommodations if established by a 504 Committee. The dyslexia instructional program uses individualized, intensive, multisensory methods that contain reading, writing and spelling components. (Dyslexia Handbook, Updated 201