Definition of Dyslexia

The Texas Education Code (TEC) 38.003 defines dyslexia in the following way:

a. Dyslexia means a disorder of constitutional origin manifested by a difficulty in learning to read, write, or spell, despite conventional instruction, adequate intelligence, and sociocultural opportunity.

b. Related disorders include disorders similar to or related to dyslexia such as developmental auditory imperception, dysphasia, specific developmental dyslexia, developmental dysgraphia, and developmental spelling disability.

Current Definition of Dyslexia (from the International Dyslexia Association)

Dyslexia is a specific learning disability that is neurological 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.

(Adopted by the International Dyslexia Association Board of Directors, Nov. 12, 2002)

Primary reading/spelling characteristics of dyslexia are difficulties with:

• Reading words in isolation
• Accurately decoding unfamiliar words
• Oral reading (slow, inaccurate, or labored without prosody)
• Spelling

Individuals demonstrate differences in degree of impairment and may not exhibit all the characteristics listed above.

The reading/spelling characteristics are most often associated with:

• Segmenting, blending, and manipulating sounds in words(phonemic awareness)
• Learning the names of letters and their associated sounds
• Holding information about sounds and words in memory (phonological memory)
• Rapidly recalling the names of familiar objects, colors, or letters of the alphabet (rapid naming)

Consequences of dyslexia may include:

• Variable difficulty with aspects of reading comprehension
• Variable difficulty with aspects of written language
• Limited vocabulary growth due to reduced reading experiences

(Taken from The Dyslexia Handbook: 2024 Update)

What program is Angleton ISD currently using for dyslexia intervention?

Reading by Design

We began using Reading by Design in the 2019-2020 school year. Reading by Design is an individualized literacy intervention that is a systematic, multi-sensory approach aligned with research-based practices for developing literacy.  This intervention follows an intensive, explicit, and cumulative design for remediation of reading and writing skills at all grade levels. The program addresses phonological awareness, sound-symbol association, six syllable types, written spelling patterns, morphology, syntax, reading fluency, and reading comprehension. Regular progress monitoring and review lessons are an important part of this program. Reading by Design was designed and published by Region 4 Education Service Center and teachers who provide the program must be trained in the program to ensure fidelity. In AISD, our Dyslexia Interventionists have been trained and will be delivering the program to our dyslexic students who have been placed in the intervention four days a week, Monday-Thursday.  

What do I do if I suspect my child has dyslexia?

If you suspect your child has dyslexia, contact your child's classroom teacher, Campus Dyslexia Interventionist, District Dyslexia Interventionist, District Dyslexia Specialist, or the Special Programs Coordinator to request a meeting and possible evaluation.