Difficulty with handwriting frequently occurs in children with dyslexia. When Texas passed dyslexia legislation, the co-existence of poor handwriting with dyslexia was one reason why dysgraphia was called a related disorder. Subsequently, dyslexia and dysgraphia have been found to have diverse co-morbidities, including phonological awareness (Döhla and Heim, 2016). However, dyslexia and dysgraphia are now recognized to be distinct disorders that can exist concurrently or separately. They have different brain mechanisms and identifiable characteristics. Dysgraphia is related to dyslexia as both are language-based disorders. In dyslexia, the impairment is with word-level skills (decoding, word identification, spelling). Dysgraphia is a written language disorder in serial production of strokes to form a handwritten letter. This involves not only motor skills but also language skills—finding, retrieving and producing letters, which is a subword-level language skill. The impaired handwriting may interfere with spelling and/or composing, but individuals with only dysgraphia do not have difficulty with reading (Berninger, Richards, & Abbott, 2015). A review of recent evidence indicates that dysgraphia is best defined as a neurodevelopmental disorder manifested by illegible and/or inefficient handwriting due to difficulty with letter formation. This difficulty is the result of deficits in graphomotor function (hand movements used for writing) and/or storing and retrieving orthographic codes (letter forms) (Berninger, 2015). Secondary consequences may include problems with spelling and written expression. The difficulty is not solely due to lack of instruction and is not associated with other developmental or neurological conditions that involve motor impairment 

Texas Dyslexia Handbook-2018 Revised

Myth #1: Dyslexia causes letters or words to appear backward or out of order

Seeing letters or words backward or out of order is by far the most popular myth regarding dyslexia. Many children commonly reverse letters when writing, or confuse word order when reading, but this is not necessarily a definitive sign of dyslexia. Additionally, dyslexia does not cause words to appear differently. Rather, children with dyslexia have deficits with phonological processing or connecting speech sounds with written letters or groups of letters. This language processing deficit or hindrance results in difficulty with reading and writing.

Myth #2: Dyslexia is related to problems with vision

Vision problems neither cause nor result from dyslexia. Children with dyslexia are no more likely to have vision problems than children without it. Dyslexia is a language-based learning difference characterized by difficulty processing the phonological component of words and is completely unrelated to issues with eyesight, though the conditions can co-occur. Vision problems can certainly make reading fluency and comprehension more difficult, but glasses or contacts will not address dyslexia symptoms.

Myth #3: Dyslexia is a sign of below-average intelligence

There is absolutely no correlation between dyslexia and intelligence. Children with dyslexia display a range of IQ levels and are just as likely to be above or below average intelligence levels as anyone else. Dyslexia is identified when a child performs significantly below expectations in reading or writing, given their IQ range. With early identification, assessment, and intervention, the effects of dyslexia can be mitigated, and children with dyslexia can experience equal or greater academic success compared to their peers.

Myth #4: Dyslexia is a condition that can be cured

Dyslexia is not a medical condition, nor can it be “cured” like one. This learning challenge is a lifelong processing difficulty that exists on a continuum—mild to severe—and early intervention and instruction can help to improve life with dyslexia. After a dyslexia diagnosis, children need appropriate education and instruction. Many dyslexia tutoring programs are rooted in the Orton-Gillingham Approach, which focuses on one-on-one or small-group classes to implement multisensory, structured, and systematic teaching. With adequate tutoring and support, children with dyslexia can learn to live and work with dyslexia, and use their learning differences as a strength.

Myth #5: Dyslexia will go away over time

Children do not simply grow out of a learning difference like dyslexia. Children with dyslexia may struggle less with reading and writing as they age, but it cannot be outgrown. People learn and progress much more quickly in their younger years, and accordingly, early intervention and support for children with dyslexia is imperative to their success.

Please note: House Bill 3928 was passed by the 88th Texas Legislature (Regular Session) and impacts dyslexia evaluation, identification, and instruction. While the agency works to update the necessary materials, be aware that the law is effective immediately. The State Board of Education's proposed timeline for its required changes will be communicated as that timeline is determined and communicated to the agency.

The agency has created resources to assist with the implementation of HB 3928:

• HB 3928 FAQs: Dyslexia Evaluation, Identification, and Instruction (Updated August 16, 2023) - Spanish coming soon

• IDEA Rights Overview Form (August 2023) - Spanish coming soon

• TAA HB 3928: Dyslexia Evaluation, Identification, and Instruction (August 2023)

• Brief overview video of the bill