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Dyslexia
Dyslexia
Contact Us
Leslie Wingate
Special Education Coordinator - Dyslexia
lwingate@mesquiteisd.org
972-882-8759
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Texas Education Code (TEC) §38.003 defines dyslexia and related disorders in the following way: “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. “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.
The International Dyslexia Association defines “dyslexia” in the following way: 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.
Adopted by the International Dyslexia Association Board of Directors, November 12, 2002
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The Texas State Board of Education requires that schools provide information about dyslexia and related disorders to parents of enrolled students (see 19 Texas Administrative Code (TAC) §74.28(f)). View the TEA resources:
Dyslexia and Related Disorders: Information for ParentsDislexia y trastornos relacionados: información para padres en español
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Evidence-based dyslexia instruction provides evidence-based, multisensory, structured literacy instruction for students with dyslexia. This instruction must be explicit, systematic, and intentional in its approach. This instruction is designed to likely take place in a small group setting. Evidence-based dyslexia instruction must be—
- evidence-based and effective for students with dyslexia;
- taught by an appropriately trained instructor; and
- implemented with fidelity.
Evidence-based dyslexia programs and instruction are considered specially designed instruction (SDI) and, therefore, special education services, so the provision of those services must follow the IDEA requirements. This means that evidence-based dyslexia instruction is only available to students who are served under IDEA, which prescribes the legal requirements for special education and related services.
For more information, see chapter 4 of the Texas Dyslexia Handbook.
Mesquite ISD offers multiple programs for students identified with dyslexia and demonstrate a need for specially designed instruction to meet varied needs. Regardless of the dyslexia curriculum implemented, all meet the descriptors as outlined in Chapter 4 of the Texas Dyslexia Handbook.
Esperanza
The Esperanza™ program is a Spanish multisensory structured language approach for reading, writing, and spelling authored by Elsa Cárdenas-Hagan. It was first developed in 1996 to provide systematic, sequential, and explicit instruction to Spanish-speaking students who need intervention in Spanish literacy. The goal of this level is to systematically and cumulatively develop a strong knowledge of the structure of the Spanish language so that the student can read, write, and spell in their primary language. The program includes critical evidence-based components of dyslexia instruction and is provided to bilingual students who are identified with dyslexia. This program can also be used as an early reading intervention program for Spanish-speaking students. Click here to learn more about the Esperanza program.
Lenguaje Y Lectura
The Lenguaje y Lectura™ program is a multisensory structured language approach for preschool and Kindergarten students that focuses on early literacy skills. Its components include phonological awareness, the alphabetic principle, phonics, early writing skills, oral language, and comprehension. Click here to learn more about the Lenguaje y Lectura program.
MTA
Multisensory Teaching Approach (MTA)™ is a comprehensive, integrated language arts program addressing reading decoding and comprehension, spelling and composition, cursive handwriting, and alphabet and dictionary skills. The ungraded curriculum encompasses the structure and science of the English language, and all students begin at the beginning. Learn more about MTA by clicking this link.
Take Flight
Developed by the Luke Waites Center for Dyslexia and Learning Disorders at Texas Scottish Rite Hospital for Children, it incorporates the five components of multisensory reading instruction: phonological/phonemic with strategy-oriented instruction for decoding, encoding, and word recognition. Emphasis on the alphabetic principle helps students develop an understanding of word/letter associations, sequencing and manipulating of letters, and discovering relations between vowels and consonants, which in turn, provide tools for decoding and analyzing words. Take Flight™ integrates morphology, syntax, and semantics with intensive, highly concentrated instruction that maximizes student engagement, uses specialized methods and materials, and produces substantial gains in reading. For more information on Take Flight, click here.
Read.Apply.Perform (RAP)
Read. Apply. Perform. (R.A.P.)™ Reading Curriculum designed for Middle & High School Students, who are not reading on grade level, including those with Dyslexia.Click here to learn more about RAP.
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Education Service Center
400 E. Spring Valley Road
Richardson, TX 75083-1300
Texas Dyslexia Hotline:
1(800) 232-3030
Texas Education Agency Division of Curriculum
1701 N. Congress Avenue
(512) 463-9581
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