Dyslexia

DYSLEXIA ~ Empowering Literacy for ALL students in SISD

We are thrilled to be serving our dyslexic students in Stephenville ISD with research-based and proven programs taught by highly qualified staff members.
The Dyslexia Intervention Program and the Rite Flight are implemented for our monolingual students and Esperanza is offered in Spanish for our English language learners and bilingual students. All our teachers serving dyslexic students receive extensive training in our programs by experts in the fields of dyslexia, literacy and differentiating instruction for varied learners. Participants learn current dyslexia laws, characteristics of dyslexia, and components of effective reading instruction programs address Texas State Law requirements for individualized, intensive, multi-sensory methods of teaching students who may be identified with dyslexia. Our dyslexia program at SISD contains all the critical, evidence-based components of dyslexia instruction listed in the revised Dyslexia Handbook

and addresses Texas state law requirements for students with dyslexia based on the structured, sequential alphabetic phonics teaching strategy and include the alphabetic principle, phonological awareness, reading, written and verbal expression, spelling, comprehension and study skills to achieve literacy.

The Dyslexia Intervention Program and Esperanza are both evidence-based
multi-sensory curriculum based on Orton-Gillingham. Our program also incorporates evidence-based resources such as Scottish Rite Dyslexia Programs, Project Read, Neuhaus, Lawrence Greene and Bernice Bragstad’s Study Skills.

As a comprehensive language arts program, DIP is aligned with the Texas Essential Knowledge and Skills (TEKS) and can be taught to individuals, small groups, or in the classroom. In addition, fluency and comprehension instruction is enhanced by utilizing the Rite Flight: A Classroom Reading Rate & Comprehension Program. This program can be used as supplemental or intervention instruction by classroom teachers, reading specialists and special education teachers.

The Esperanza program incorporates the essential components of an effective literacy program as defined by the National Literacy Panel. The Esperanza program can also be used as an early reading intervention program for Spanish-speaking students. It was first developed in 1996 in order to provide a systematic, sequential and explicit approach to teaching Spanish literacy and it has been used in three national studies. Some of the work is described by Dr. Kim Lindsay and Dr. Frank Manis from the University of Southern California. You can also read about the success in the Perspectives journal published by the International Dyslexia Association.

We are blessed to be serving students in Stephenville ISD with such caring parents, teachers, and administrators. The 2018-2019 school year preparation has been well underway for a couple of months and we can't wait to exceed all former academic and extra-curricular success this year as part of the City of Champions. WE ARE iChampions!

Those students who are identified are provided with an appropriate instructional program for the student at each campus. The major instructional strategies utilize individualized, intensive, and multi-sensory methods as appropriate. A copy of The Dyslexia Handbook: Procedures Concerning Dyslexia and Related Disorders can be accessed by clicking the link below.

DYSLEXIA HANDBOOK and resources English and Spanish

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Learning Ally

https://learningally.org/

Learning Ally continues to be on the forefront of technology to ensure our students have state-of-the art solutions specifically designed to seamlessly integrate into the classroom and at home. Their transition from a library to a solution that helps drive student engagement and outcomes was based upon deep research to understand the needs of the educators and students they serve. Today, their innovation is cultivated in Learning Ally Labs, where they mine student usage data and learning behaviors, learn what teachers need and what works in the classroom, and develop relationships with world-class researchers to build better resources for both our educators and students.

Stephenville Independent School District is committed to meet the needs of every student, every day.

Stephenville ISD adheres to the procedures and guidelines as outlined in The Dyslexia Handbook for the identification and instruction of the dyslexic student (The Dyslexia Handbook. Revised 2014; Appendix A, p. 41).

For additional resources, click here.

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Frequently Asked Questions

What is dyslexia?

Dyslexia is a language-based learning disability. Dyslexia refers to a cluster of symptoms, that result in people having difficulties with specific language skills, particularly reading. Students with dyslexia often experience difficulties with both oral and written other language skills, such as writing, and pronouncing words and writing. 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 without phonics-based reading instruction that is unavailable in most public schools. In its more severe forms, a student with dyslexia may qualify for special education with specially designed instruction, and as appropriate, accommodations.

What causes dyslexia?

The exact causes of dyslexia are still not completely clear, but anatomical and brain imagery studies show differences in the way the brain of a person with dyslexia develops and functions. Moreover, most people with dyslexia have been found to have difficulty with identifying the separate speech sounds within a word and/or learning how letters represent those sounds, a key factor in their reading difficulties. Dyslexia is not due to either lack of intelligence or desire to learn; with appropriate teaching methods, individuals with dyslexia can learn successfully.

What are the effects of dyslexia?

The impact that dyslexia has is different for each person and depends on the severity of the condition and the effectiveness of instruction or remediation. The core difficulty is with reading words and this is related to difficulty with processing and manipulating sounds. Some individuals with dyslexia manage to learn early reading and spelling tasks, especially with excellent instruction, but later experience their most challenging problems when more complex language skills are required, such as grammar, understanding textbook material, and writing essays.

People with dyslexia can also have problems with spoken language, even after they have been exposed to good language models in their homes and good language instruction in school. They may find it difficult to express themselves clearly, or to fully comprehend what others mean when they speak. Such language problems are often difficult to recognize, but they can lead to major problems in school, in the workplace, and in relating to other people. The effects of dyslexia can reach well beyond the classroom.

How Common Are Language-Based Learning Disabilities? 15-20% of the population has a language-based learning disability. Of the students with specific learning disabilities receiving special education services, 70-80% have deficits in reading. Dyslexia is the most common cause of reading, writing and spelling difficulties. Dyslexia affects males and females nearly equally as well as, people from different ethnic and socio-economic backgrounds nearly equally.

How Do People “Get” Dyslexia?

The causes for dyslexia are neurobiological and genetic. Individuals inherit the genetic links for dyslexia. Chances are that one of the child’s parents, grandparents, aunts, or uncles has dyslexia. With proper diagnosis, appropriate instruction, hard work, and support from family, teachers, friends, and others, individuals who have dyslexia will succeed in school and later as working adults.

For additional resources, click here.

Supporting Students with Dyslexia through Technology