Northwest Independent School District supports the educational concept that reading, writing, and spelling skills provide the foundation for overall academic success. Opportunities are provided for students who are experiencing difficulty in acquiring basic language arts skills. This service is provided by a campus based teacher trained in dyslexia. The dyslexia trained teacher uses intensive small group and individual activities to provide services for struggling readers including students with dyslexia. Interventions incorporate the components of a dyslexia program outlined in the Dyslexia Handbook published by theTexas Education Agency. The dyslexia program also utilizes strategies appropriate for struggling readers as well as students identified with dyslexia. Using this method of learning, students are able to grasp skills at a much faster rate and are ready to move into higher levels of application.
Structured intervention is designed for a period of time appropriate for each individual student in kindergarten through grade twelve. Beginning at sixth grade, reading instruction is offered as an elective to those students determined by the Committee of Knowledgable Persons may benefit from a multisensory and phonetically based approach to reading, writing, and spelling. Many connections are made to support classroom instruction in the core classes.
A small percentage of student who have received Tier II supplemental instruction continue to show marked difficulty in acquiring necessary reading skillls. These students require instruction that is more explicit, more intensive, and specifically designed to meet their individual needs. Some of these students may be students with dyslexia. Students who meet identification through formal assessment as a student with dylseixa whould receive small group dyslexia instruction using a program characterized by the descriptors found in the Texas Dyslexia Handbook. Progress monitoring at least twice a month on targeted skills should occur to ensure adequate progress and learning
Delays in learning in spoken language.
Problems in learning the names of the letters of the alphabet.
Difficulty in learning to read.
Difficulty in finding that "right" word when speaking.
Late in establishing preferred hand for writing.
Late in learning right and left and other directionality components such as up-down, front-behind, east-west, and others.
Problems in learning the concept of time and temporal sequencing, i.e., yesterday-tomorrow, days of the week, and months of the year.
Difficulty in learning to write the alphabet correctly in sequence.
Reversal of letters or sequences of letters/numbers after age 8-9.
Repeated erratic spelling errors.
Ability to learn to spell a "list" of words sufficiently to "pass" a weekly test, but may be unable to spell any of the words the next week.
Strong listening comprehension skills.
Ability to express self orally but unable to write what s/he has said.
Inability to rhyme or "play with sounds" in words.
Family history of similar problems.
Parents' Rights and Responsibilities under Section 504.
Results of your child's screening.
Other data which may have been collected concerning your child which is necessary for the committee's decision of services.
Decision of the Committee of Knowledable Persons
Accommodations (if applicable).
Programs for students with dyslexia must be:
individualized to meet the unique learning needs of the student;
multi-sensory, using visual, auditory, tactile, and kinesthetic techniques;
systematic, sequential, and cumulative;
International Dyslexia Association
The International Dyslexia Association (IDA) (formerly The Orton Dyslexia Society) is an international, 501(c)(3) non-profit, scientific and educational organization dedicated to the study and treatment of dyslexia.
Dallas Area Branch of International Dyslexia Association
This scientific and educational organization is dedicated to the study and treatment of the learning disability, dyslexia. This Branch was formed to increase public awareness of dyslexia, and through our Seminars, Conferences, and Workshops, have been serving individuals with dyslexia, their families, and professionals in the