Mrs. Wofford's Web of Dyslexia
Welcome to my page!
My name is Danette Wofford and I am the dyslexia therapist for Pineywoods Community Academy. I am a Certified Academic Language Therapist (CALT). My training is from Neuhaus Education Center. I also serve as the District Dyslexia Coordinator.
The program I provide for dyslexia therapy is Neuhaus Basic Language Skills.
I have been serving dyslexia students for 15 years.
Contact information: firstname.lastname@example.org
Phone Number: (936) 634-5515
Texas Dyslexia Handbook:
Texas Dyslexia Hotline (Region 10):
Dyslexia Helpline: 1-800-232-3030
International Dyslexia Association:
Talking Book Program:
Region 7 ESC Service Center:
Neuhaus Education Center:
What is Dyslexia
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