Mrs. Martin's Web for Dyslexia
Welcome to my page!
My name is Vicki Martin and I am the Dyslexia Therapist for Pineywoods Community Academy. I am a Certified Academic Language Therapist (CALT) and a Licensed Dyslexia Therapist. My training is from Texas Scottish Rite Hospital for Children, Lukes Waite Center for Dyslexia in Dallas.
The program I provide for dyslexia therapy is Pre-Flight and Take Flight. Pre-Flight (if needed) is a six week therapy to transition students going into Take Flight. Take Flight is a two year therapy program consisting of 7 books, however, progress is measured by student success.
I have been serving dyslexia students since 2008.
Contact information: email@example.com
Phone Number: (936) 634-5515
Texas Dyslexia Handbook:
Texas Dyslexia Hotline (Region 10):
Dyslexia Helpline: 1-800-232-3030
International Dyslexia Association:
TAKE FLIGHT Program for dyslexia: https://scottishriteforchildren.org/news-items/take-flight-a-comprehensive-intervention-for-stude
Talking Book Program:
Region 7 ESC Service Center:
What is Dyslexia
“Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.”
International Dyslexia Association
Definition and Characteristics of Dysgraphia
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
Child Find is a process designed to identify, locate, and evaluate individuals from birth to 21 years of age who may need special education and related services. If you are concerned that your child may have a disability, contact your local school district or charter school for more information about the Child Find process.
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.