Dyslexia (and related disorders) Supplement - ARD Forms

When a student is suspected of having Dyslexia or a related disorder and a Full Individual Evaluation is completed, the ARDC must review the Dyslexia Supplement. 

Check the box to print with the Full ARD > Edit the Dyslexia (and related disorder) field to note whether or not the student meets Dyslexia (or a related disorder) criteria > Complete remainder of Supplement

Dyslexia

Sample Introductory Statement

Determination of Disability Dyslexia   

The evaluation data reviewed by the group of qualified professionals in connections with the determination of the student’s disability based on a dyslexia diagnosis includes:

Dyslexia means a disorder of constitutional origin manifested by a difficulty in learning to read, write, or spell, despite conventional instruction, adequate intelligence, and sociocultural opportunity. 

Related disorders include disorders similar to or related to dyslexia, such as developmental auditory imperceptions, dysphasia, specific developmental dyslexia, developmental dysgraphia, and developmental spelling disability. 

Dyslexia is:

• A specific learning disorder that is neurological in origin.

• Characterized by difficulties with decoding skills, word reading, reading fluency, reading accuracy and spelling.

• These difficulties typical result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and in spite of the provision of effective classroom instruction.

• Secondary consequences may include problems in reading comprehension, reduced reading experience, impeded growth of vocabulary and background knowledge 

• Dyslexia is one specific type of learning disability

• Dyslexia is not the same as the term “learning disability” that qualifies a student for special education 

• Dyslexia may exist along with other conditions as attention deficit hyperactivity disorder (AD/HD) or an oral language disorder 

Questions to Determine the Identification of Dyslexia

• Do the data show the following characteristics of dyslexia?

  1. Difficulty with accurate and/or fluent word reading? 

  2. Poor spelling skills

  3. Poor decoding ability

• Do these difficulties (typically) result from a deficit in the phonological component of language?

  1. Please be mindful that average phonological scores alone do not rule out dyslexia.

Sample Dyslexia Worksheet

The worksheet provided is a sample. Please note it is not an exhaustive list. In order to use the example, you will need to:

Fully open the document > File > Make a Copy

Sample Conclusion Statement (Adapted from SWEP 2019)

An analysis of STUDENT's test results/data was completed and compared to the Texas Education Agency (TEA) criteria for dyslexia. Based on the TEA Dyslexia Handbook (2018 Update), there are several domains that must be assessed to determine if an individual meets the criteria for dyslexia. The domains and the various tests/data gathered in each of these areas are listed below: 

• Letter knowledge (name and associated sound) – (Explain subtest and student performance)

• Reading real and nonsense words in isolation (decoding) – (Explain subtest and student performance)

• Reading Fluency – (Explain subtest and student performance)

• Reading Comprehension – (Explain subtest and student performance)

• Written Spelling – (Explain subtest and student performance)

• Phonological awareness – (Explain subtest and student performance) A deficit in phonological awareness is viewed as the hallmark of reading disability or dyslexia. 

• Rapid naming– (Explain subtest and student performance) 

Does the student have adequate intelligence (an average ability to learn in the absence of print or in other academic areas)?

For students that meet Dyslexia criteria:

STUDENT demonstrates deficits in one or more of the primary academic skill characteristics of dyslexia: difficulty reading words in isolation; difficulty accurately decoding unfamiliar words; difficulty with oral reading (slow, inaccurate, or labored); and difficulty spelling.  STUDENT also displays a weakness in phonological awareness and/or rapid naming which is presumed to be the causative or underlying factor in the reading deficit. This pattern does exist within a cognitive profile indicative of adequate intelligence (insert FSIQ); thus, the pattern is unexpected. Therefore, the STUDENT meets the criteria for the condition of dyslexia.

For students that do NOT meet Dyslexia criteria: 

While STUDENT presents with some deficits in the areas assessed, based on his/her overall ability these scores are not deemed unexpected and therefore, he/she does NOT meet the criteria for the condition of dyslexia. 

FAQ

What is the guidance on dual language students that meet dyslexia criteria? If their language of instruction is 50/50 which language should they receive their therapy services in?

They should receive intervention in their native language first.

Supporting Links