In Texas the identification and instruction of students with dyslexia and related disorders is mandated and structured by two statutes and one rule. Texas Education Code (TEC) §38.003 defines dyslexia and related disorders, mandates testing students for dyslexia and providing instruction for students with dyslexia, and gives the State Board of Education authority to adopt rules and standards to administer testing and instruction. Chapter 19 of the Texas Administrative Code (TAC) §74.28, outlines the responsibilities of districts and charter schools in the delivery of services to students with dyslexia. Finally, §504 of the Rehabilitation Act of 1973 establishes assessment and evaluation standards and procedures for students. Section 504 procedures are implemented when it is determined that dyslexia substantially limits learning.

Dyslexia is one of several distinct learning disabilities. It is a specific language-based disorder of constitutional origin characterized by difficulties in single-word decoding, usually reflecting insufficient phonological processing. These difficulties in single-word decoding are often unexpected in relation to age and other cognitive and academic abilities; they are not the result of generalized developmental disability or sensory impairment. Dyslexia is manifested by variable difficulty with different forms of language, often including, in addition to problems with reading, a conspicuous problem with acquiring proficiency in writing and spelling (International Dyslexia Association Research Committee in collaboration with the National Center for Learning Disabilities and the National Institutes of Child Health and Human Development, April 1994).

Parents, teachers, counselors, or a team of knowledgeable persons may initiate referrals for screening and assessment. The initial referral begins with the campus SIT Committee, who gathers data, recommends accommodations, and then determines if the student needs further screening by the Campus Dyslexia Committee. While teachers in Zavalla ISD monitor all students reading progress, only students suspected of having dyslexia or related disorders are referred to the Dyslexia Committee for possible screening, assessment, identification, and placement. Each student placed in the Dyslexia Program will have an Individual Intervention Plan.

Parents may request to have their student evaluated for dyslexia or a related disorder. The Dyslexia Committee may use information provided by the parent; however, ultimately the committee will identify the student as having dyslexia or a related disorder. Should parents disagree with the results of the committee’s evaluation, they have the right to due process under Section 504 Rehabilitation Act of 1973.

The difficulties of a student identified as having dyslexia occur in phonemic awareness and manipulation, single-word decoding, reading fluency, reading comprehension, spelling, and/or written composition. These difficulties are unexpected for the student’s age, educational level, or cognitive abilities. Additionally, there is often a family history of similar difficulties.

The following difficulties may be associated with dyslexia in the areas of reading/writing/spelling:

	Difficulty reading single words in isolation;
	Difficulty accurately decoding nonsense or unfamiliar words;
	Slow, inaccurate, or labored oral reading (lack of reading fluency); and/or
	Difficulty with learning to spell.

The reading/writing/spelling characteristics are the result of:

	Difficulty with the development of phonological awareness, including segmenting, blending, and manipulating sounds in words;
	Difficulty learning the names of letters and their associated sounds;
	Difficulty with phonological memory (holding information about sounds and words in memory); and/or
	Difficulty with rapid naming of familiar objects, colors, or letters of the alphabet.

The reading/writing/spelling characteristics of dyslexia lead to:

	Variable degrees of difficulty with word recognition in isolation or in context;
	Variable difficulty with aspects of reading comprehension;
	Variable difficulty with aspects of written composition; and/or
	A limited amount of time spent in reading activities.

Kindergarten, Grade 1, and Grade 2 Reading Instruments

Some students demonstrate difficulties during early reading instruction. Two forms of assistance are available for these students. The first is through TEC 28.006. The second is through a recommendation for assessment for dyslexia. The students reading needs determine the sources of instructional help.

The most common source of instructional help for early struggling readers is through TEC 28.006. Zavalla Independent School District administers early diagnostic reading instruments to all students in Kindergarten and grades 1 and 2 to assess reading development and comprehension. If, on the basis of the reading instrument results, students are determined to be at risk for dyslexia or other reading difficulties, the District notifies the student’s parents/guardians. The District also maintains an accelerated (intensive) reading program that appropriately addresses students reading difficulties and enables them to catch up with their typically performing peers. This program is provided at the elementary campus in the following component:

Accelerated Reading Instruction Program in Kindergarten, First and Second Grades

The above mentioned program addresses phonemic awareness instruction, phonics instruction that focuses on the alphabetic principle, language structure instruction, linguistic instruction and process oriented instruction. The program provides direct instruction in small group or individualized settings, maximize student engagement, and are meaning based and multi-sensory.

During kindergarten and grades 1 and 2 some students may demonstrate the characteristics of dyslexia or may struggle with reading, writing, and spelling during the intensive reading instruction provided through TEC 28.006. If, after careful instruction and monitoring by the classroom teacher, these characteristics continue to be prevalent, procedures are initiated to recommend these students for assessment for dyslexia. The information from the early reading instruments is one source of information in deciding whether or not to recommend a student for assessment for dyslexia. The early reading instruments are a part of the measures used to screen students for dyslexia but cannot be the only measure used to assess the student.