Dyslexia Information

Dyslexia

The student who struggles with reading and spelling often puzzles teachers and parents. The student displays average ability to learn in the absence of print and receives the same classroom instruction that benefits most children; however, the student continues to struggle with some or all of the many facets of reading and spelling. This student may be a student with dyslexia.

The Texas Education Code (TEC) 38.003 defines dyslexia in the following way:

(1) 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.

(2) Related disorders includes disorders similar to or related to dyslexia such as developmental auditory imperception, dysphasia, specific develpmental dyslexia, developmental dysgraphia, and developmental spelling disability.

Dyslexia Program

The Klein ISD dyslexia program is designed to provide a reading intervention for children identified as having characteristics of dyslexia. Intervention services are offered to qualifying students in all grades. The components of instruction include explicit, systematic, and sequential multi-sensory instruction. Klein teachers are trained in dyslexia intervention strategies, which target the five areas of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension. The goal of the dyslexia intervention program is for students to gain accurate and fluent reading.

Student Eligibility

Klein ISD takes a proactive approach in identifying reading disabilities, such as dyslexia, through early identification and intervention as accomplished through the Response to Intervention (RtI) model. During the course of the school year, students struggling in the area of reading may be referred for dyslexia assessment by the campus-based Collaborative Planning Team. The parent may also initiate a request for referral for dyslexia assessment at any time. Parental consent forms and parent questionnaires are required to initiate the testing. The components of the evaluation may include, but are not limited to the following: Assessments in English: • Woodcock-Johnson III Tests of Achievement • Comprehensive Test of Phonological Processing • Informal reading inventories Assessments in Spanish: • Batería III Woodcock-Muñoz • Test of Phonological Awareness in Spanish • Informal reading inventories. Upon completion of testing, the campus Collaborative Planning Team will determine the identification of dyslexia after reviewing all accumulated data. Testing procedures are in accordance with The Rehabilitation Act of 1973 Section 504.