Dyslexia

Dyslexia is a language-based learning disability. Dyslexia refers to a cluster of symptoms, which result in people having difficulties with specific language skills, particularly reading. Students with dyslexia usually experience difficulties with other language skills such as spelling, writing, and pronouncing words. Dyslexia affects individuals throughout their lives; however, its impact can change at different stages in a person’s life. It is referred to as a learning disability because dyslexia can make it very difficult for a student to succeed academically in the typical instructional environment, and in its more severe forms, will qualify a student for special education, special accommodations, or extra support services.

(Dyslexia Page)

Texas Dyslexia Identification Academy is an exciting new training initiative to help district and charter school teachers, administrators, dyslexia specialists, and assessment personnel with the challenges of identifying students with dyslexia. This training offers five modules where participants can customize their professional development path by attending one or any combination of the five. TAC §232.11 requires educators who teach students with dyslexia to have CPE training in new research and practices in educating students with dyslexia.*

District Dyslexia Interventionists

Dyslexia Links

International Dyslexia Association

Accessible Instructional Materials

Accommodation Resources Classroom/Campus

Technology Integration for students with Dyslexia

TEA Webinar Program Guidance Dyslexia

MTA: Multisensory Teaching Approach

Evidence-Based Dyslexia Intervention Program:
Multisensory Teaching Approach (MTA)
Grades: K-5 (all elementary campuses)

WHAT IS MTA?
MULTISENSORY TEACHING APPROACH (MTA) is an alternative language arts
program specifically designed for students experiencing serious reading difficulty,
including dyslexia. It is based on Orton-Gillingham philosophy and techniques, and
follows the introduction sequence of Alphabetic Phonics.
This is the intervention program used with students identified with Dyslexia at Weslaco ISD.

Ginger - Sometimes, traditional spell-checkers do not catch every error in a piece of writing, such as when students use incorrect homonyms. Ginger Page is a word processing app with a contextual spelling and grammar checker. It looks at entire sentences as units while searching for errors. It also has a unique rephrasing tool that suggests better word choices for a piece of writing.

Key Features: contextual spell and grammar checking, rephrasing tool, text-to-speech for proofreading, integrated dictionary and thesaurus

Google Keyboard - The onscreen keyboard of a mobile device is essential in the transformation of thoughts to written words. For Android users with dyslexia, the Google Keyboard provides both dictation and word prediction for spelling assistance in any app.

Ideament (Used to be Idea Sketch) - Ideament lets you easily draw a diagram (mind map, concept map, or flow chart), convert it to a text outline, and vice versa. It can be used to brainstorm new ideas, illustrate concepts, make lists and outlines, plan presentations, create organizational charts, and more.

PhotoMath.net - This app allows students to take a photo of math problem to get instant and step-by-step solutions. It is not designed for math past high school, but is a simple, easy-to-use program. After taking a picture of your problem, Photomath provides both the solution and a detailed list of steps to help students figure out how the answer was derived.

Accommodations and Accessibility

Virtual Designated Supports

Parent Meeting - Summer Tips 2023

Talking Book Program

Learning Ally

Texas Dyslexia Identification Academy Course Descriptions

Module 1 - Foundations

Module 1 is the first of five modules developed to assist school districts and charter schools in the identification of students with dyslexia. The objectives for Module 1 are to define dyslexia and related disorders, explore the characteristics and common risk factors of dyslexia at varying age and grade levels, explore elements of reading, and review associated academic difficulties and conditions that may co-exist with dyslexia.

Module 2 - Dyslexia Evaluation

Module 3 - Considerations for ELLs

Module 3 is the third of five modules developed to assist school districts and charter schools in the identification of students with dyslexia in the ELL student population. The objective of Module 3 is to review the process of second language acquisition, research on the relative effectiveness of different language programs, the various types of orthography that exist around the world, and the benefits of bilingualism. Data gathering and formal evaluation, as well as, instructional programming for ELLs will also be reviewed.

Module 4 - Interpreting Scores

Module 4 is the fourth of five modules developed to assist school districts and charter schools in the identification of students with dyslexia. This module is designed to provide the knowledge necessary to interpret both quantitative (formal) and qualitative (informal) data used, in compliance with federal and state guidelines, to identify students with dyslexia. Specifically, the participant will understand the significance of quantitative data from normed assessment scores. The role that qualitative data plays when used with quantitative test scores in helping a Section 504 committee determine the identification of dyslexia, will also be reviewed.

Module 5 - Report Writing & Case Studies

Module 5 is the fifth of five modules developed to assist school districts and charter schools in the identification of students with dyslexia. When a student is referred for a dyslexia evaluation, qualitative and quantitative information gathered by the evaluator is used to drive decision making within the legal framework of either the Section 504 or IDEA process. A methodical approach to processing the assessment data, such as the use of a structured written report, will help inform the appropriate committee before it makes any decisions regarding dyslexia identification. At the conclusion of this module, you will (1) know how to analyze and evaluate collected data and then use findings for report writing, (2) be familiar with a framework for documenting evaluation results, and (3) provide hands-on practice in using the framework of a written report to inform a §504 or ARD committee.

Jennifer Cárdenas

Dyslexia Services Manager

(956) 969-6822

Extension: 30501

Email M s. Cárdenas

In This Section

In This Section

Dyslexia

What is Dyslexia?

Texas Education Agency

(Dyslexia Page)

District Dyslexia Interventionists

Sherri Bagwell

Beatriz De Anda

Florestela Gomez

Michael Hough

Yolanda Montano

Josue Palomo

Ashley R. Sanchez