Students with dyslexia struggle to learn to read and spell despite adequate intelligence and appropriate instruction. The way dyslexia affects each person is unique, as is the level of severity. Some students are successful in the general education setting with just a few accommodations. Some students need to participate in a dyslexia intervention program and others may need specially designed instruction that modifies the standard dyslexia intervention program. In order to support students, teachers must understand the characteristics of dyslexia and be trained in the most effective strategies for teaching.
The information on this page focuses on resources for teachers who work with students with dyslexia, who qualify for special education services and receive instruction in an inclusive, general education setting.
Flowchart Outline Description
Title: "Students with Dyslexia"
Top of chart begins: "Usually have a deficit in phonological processing*"
1. "Results in"
2. "Unexpected in relation to"
3. "Possible secondary consequences may include problems with reading comprehension and reduced reading experience, which impede growth of vocabulary and background knowledge."
*Please be mindful that average phonological scores alone do not rule out dyslexia.
Texas Education Agency. The Dyslexia Handbook: Procedures Concerning Dyslexia and Related Disorders. Austin, TX: Texas Education Agency, 2018.
For students with dyslexia who have been determined eligible for and who are receiving special education
services, specially designed instruction must also address the critical, evidence-based components of a standard protocol dyslexia instructional program (page 40).
Specially designed instruction differs from these dyslexia instructional programs in that it "offers a more individualized program specifically designed to meet a student’s unique needs" (page 40).
"Both the teacher of dyslexia [possibly the special education teacher] and the regular classroom teacher should provide multiple opportunities to support intervention and to strengthen these skills; therefore, responsibility for teaching reading and writing must be shared by classroom teachers, reading specialists, interventionists, and teachers of dyslexia programs [possibly the special education teacher]" (page 41).
State Laws and Rules Related to Dyslexia
TAC §74.28: Students with Dyslexia and Related Disorders
Continuing EducationTEC §21.054
Dyslexia Training OpportunitiesTEC §38.0032
Educator Preparation TEC §21.044
Educator Preparation Curriculum TAC §228.30
Licensed Dyslexia Practitioners and Licensed Dyslexia Therapists TOC Chapter 403
Number and Content of Required Continuing Professional Education Hours TAC §232.11(e)
Assessment for Dyslexia TEC §51.9701
Examination Accommodation For Person With Dyslexia TOC §54.003
Reading Diagnosis TEC §28.006
Screening and Treatment for Dyslexia and Related DisordersTEC §38.003
Student Advancement TEC §28.021
Testing Accommodations for Persons with Dyslexia TAC §230.23
Classroom Technology Plan for Students with Dyslexia TEC §38.0031
Technology Integration for Students with Dyslexia Interactive Website
Limitation on Compliance Monitoring TEC §7.028(b)
Public Education Information Management System (PEIMS) TEC §42.006(a-1)
State Dyslexia Hotline 1-800-232-3030 State Dyslexia Web Page
Texas Education Agency Dyslexia Web Page Texas Education Agency Dyslexia FAQ
Neuhaus Academy houses a video librarythat contains examples of how to teach word division, etymology, syllable types, word meaning, critical thinking skills and affixes. The example videos include activities to go along with the lesson.
Project Managers, Inclusion in Texas Network
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