Dyslexia Instruction

The Mabank ISD Dyslexia Curriculum is based on the components of instruction designated in The Dyslexia Handbook published by the Texas Education Agency, 2021 Update. The components listed below are from pp. 40-41 of The Dyslexia Handbook: 

• Phonological Awareness - "Phonological awareness is the understanding of the internal sound structure of words. A phoneme is the smallest unit of sound in a given language that can be recognized as being distinct from other sounds. An important aspect of phonological awareness is the ability to segment spoken words into their component phonemes" (Birsh, 2018, p. 26). 

• Sound-symbol Association -  Sound-symbol association is the knowledge of the various speech sounds in any language to the corresponding letter or letter combinations that represent those speech sounds. The mastery of sounds-symbol association (alphabetic principle) is the foundation for the ability to read (decode) and spell (encode) (Birsh, 2018, p. 26). "Explicit phonics refers to an organized program in which these sound-symbol correspondences are taught systematically" (Berninger & Wolf, 2009, p. 53). 

• Syllabication -  "A syllable is a unit of oral or written language with one vowel sound. The six basic types of syllables in the English language include the following: closed, open, vowel-consonant-e, r-controlled, vowel pair (or vowel team), and consonant-le (or final stable syllable). Rules for dividing syllables must be directly taught in relation to the word structure" (Birsh, 2018, p. 26). 

• Orthography - Orthography is the written spelling patterns and rules in a give language. Students must be taught the regularity and irregularity of the orthographic patterns of a language in an explicit and systematic manner. The instruction should be integrated with phonology and sound-symbol knowledge.

• Morphology -  "Morphology is the study of how a base word, prefix, root, suffix (morphemes) combine to form words. A morpheme is the smallest unit of meaning in a given language" (Birsh, 2018, p. 26). 

• Syntax - "Syntax is the sequence and function of words in a sentence in order to convey meaning. This includes grammar and sentence variation and affects choices regarding mechanics of a given language" (Birsh, 2018, p. 26). 

• Reading Comprehension -  Reading comprehension is the process of extracting and constructing meaning through the interaction of the reader with the text to be comprehended and the specific purpose for reading. The reader's skill in reading comprehension depends upon the development of accurate and fluent word recognition, oral language development (especially vocabulary and listening comprehension), background knowledge, use of appropriate strategies to enhance comprehension and repair it if it breaks down, and the reader's interest in what he or she is reading and motivation to comprehend its meaning (Birsh, 2018, p. 14; Snow, 2002). 

• Reading Fluency - "Reading fluency is the ability to read text with sufficient speed and accuracy to support comprehension" (Moats & Dakin, 2008, p. 52). Teachers can help promote fluency with several interventions that have proven successful in helping students with fluency (e.g., repeated readings, word lists, and choral reading of passages) (Henry, 2010, p. 104). 

Mabank ISD students identified with dysleixa may also receive classroom and testing accommmodations to provide the student with dyslexia effective and equitable access to grade-level or course instruction in the general education classroom. Accommodations are determined by the ARD or Section 504 committee based on the impact of dyslexia on the individual student. 

Instructional accommodations are based on student need. Some of them might be:

• Extended time for testing

• Oral tests

• Use of a computer

• Avoid counting off for spelling errors

• Dictate responses

• Audiobook access

• Help with organization 

• Opportunity to ask again for clarification of directions

• Allow two or more step directions to be written

• Check often for understanding

• Study guides

• Read material aloud

• Digital/hard copy of notes/outlines

• Assigning work in smaller units

• Provide lots of encouragement

• Seating near the focus of instruction

For more information on accommodations, contact your child's school or visit the Texas Education Agency website. 

Senate Bill (SB) 2075 requires school districts to notify the parents or guardians of students determined to be dyslexic, or to be at risk for dyslexia or other reading difficulties, that you have access to the Talking Book Program (TBP) maintained by the Texas State Library and Archives Commission. The TBP provides students with reading disabilities the ability to borrow audiobooks free of charge, and includes over 100,000 titles, hundreds of which are in Spanish.