Instructional Supports and Resources

October 2021 Dyslexia Awareness Month

The daily calendar has different activites to check out and become more aware of the dyslexia.

Dyslexia Characteristics

Students identified as having dyslexia typically experience primary difficulties in phonological awareness, including phonemic awareness and manipulation, single-word reading, reading fluency, and spelling. Consequences may include difficulties in reading comprehension and/or written expression. These difficulties in phonological awareness are unexpected for the student’s age and educational level and are not primarily the result of language difference factors. Additionally, there is often a family history of similar difficulties.

The following are the primary reading/spelling characteristics of dyslexia:

  • Difficulty reading words in isolation
  • Difficulty accurately decoding unfamiliar words
  • Difficulty with oral reading (slow, inaccurate, or labored)
  • Difficulty spelling
It is important to note that individuals demonstrate differences in degree of impairment.

The reading/spelling characteristics are most often associated with the following:

  • Segmenting, blending, and manipulating sounds in words (phonemic awareness)
  • Learning the names of letters and their associated sounds
  • Holding information about sounds and words in memory (phonological memory)
  • Rapidly recalling the names of familiar objects, colors, or letters of the alphabet (rapid naming)

Consequences of dyslexia may include the following:

  • Variable difficulty with aspects of reading comprehension
  • Variable difficulty with aspects of written language
  • Limited vocabulary growth due to reduced reading experiences

Assessing for Dyslexia

The early identification of students with dyslexia as well as the corresponding early intervention It is important to note that a progression through tiered intervention is not required in order to begin the identification of dyslexia. The use of a tiered intervention process should not delay or deny an evaluation for dyslexia, especially when parent or teacher observations reveal the common characteristics of dyslexia. program for these students will have significant implications for their future academic success.

The identification of reading disabilities, including dyslexia, will follow one of two procedures. A district will typically evaluate for dyslexia through §504. On the other hand, if a student is suspected of having a disability within the scope of IDEA 2004, all special education procedures must be followed. These procedural processes require coordination among the teacher, campus administrators, diagnosticians, and other professionals as appropriate when factors such as a student’s English language acquisition, previously identified disability, or other special needs are present.

Schools collect data on all students to ensure that instruction is appropriate and scientifically based. Essential components of reading instruction are defined in section 1208(3) of the ESEA/NCLB as “explicit and systematic instruction in (A) phonemic awareness; (B) phonics; (C) vocabulary development; (D) reading fluency, including oral reading skills; and (E) reading comprehension strategies.”

The identification of dyslexia is made by a §504 committee or, in the case of a special education referral, the admission, review, and dismissal (ARD) committee. In order to make an informed determination, either committee must include members who are knowledgeable about the student being assessed, assessments used, and meaning of the collected data.

Additionally, the committee members must have knowledge regarding the reading process;
  • dyslexia and related disorders;
  • dyslexia instruction; and
  • district or charter school, state, and federal guidelines for assessment.


Talking Book Program

According to Senate Bill 2075, it is required to notify parents of students with dyslexia the availability of audio books through the Texas State Library and Archive Commission.


Procedures Concerning Dyslexia and Related Disorders


Procedimientos sobre la dislexia y trastornos relacionados.

Parent Newsletter

Regional newsletter for parents.

Contact Information for Ennis ISD

Cliff Mathes

Director of Special Programs