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Address
208 Lazy Lane
Clute, TX 77531
Mailing Address
P.O. Drawer Z
Freeport, TX
77542-1926
Phone
979-730-7195
Ext. 18215 |
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Dyslexia
Frequently Asked Questions
Coordinator: Glenda Gallegly
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What is dyslexia?
Dyslexia is a reading disorder that makes it difficult for a person
of average or above average intelligence to learn to read, write, and
spell. These difficulties occur in phonemic awareness, single-word
decoding, reading fluency, reading comprehension, spelling, and/or written
composition. There is often a family history of similar
difficulties. People with dyslexia can learn; they just learn in a
different way. Often these people who have talented and productive minds,
are said to have a language learning difference.
What are the
characteristics of dyslexia?
Many young children exhibit one or more of the characteristics;
however, it is the persistent occurrences that one should be concerned about.
Preschool to Kindergarten Age
 | Speaking later than most children |
| Pronunciation problems |
| Difficulty rhyming words |
| Trouble learning numbers, alphabet, days of the week, colors and shapes |
| Extremely restless and easily distracted |
| Difficulty following directions or routines |
Kindergarten to Fourth Grade
| Slow to learn the connection between letters and sounds. |
| Consistent reading and spelling errors, including letter reversals (b/d),
inversions (m/w), transpositions (felt/left), and substitutions
(house/home). |
| Slow to remember facts. |
| Slow to learn new skills and relies heavily on memorization. |
| Unstable pencil grip. |
| Poor coordination, unaware of physical surroundings, prone to accidents. |
Grades Five thru Eight
| Reversal of letter sequence (soiled/solid, left/felt). |
| Slow or poor recall of facts. |
| Awkward, fist-like, or tight grip on pencil. |
| Difficulty making friends. |
| Trouble understanding body language and facial expressions. |
High School Students and Adults
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Whom do I contact if I
think my child may be dyslexic?
Begin by talking with your child's teacher. You
may request that your child be evaluated for dyslexia. The teacher will
begin the referral process by contacting the campus dyslexia designee. At
the District level, you may call
979-730-7195 (or internally ext. 18215) and speak to the Dyslexia Coordinator.
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What can I expect in
the referral process?
Your child will be given several assessments that will enable the
Section 504 Committee to determine the most appropriate instructional program
for your child.
These assessments determine your child's level of phonological awareness,
knowledge of letter names and sounds, ability to read and decode single words in
isolation, understands what he/she reads, understands what is read to him/her,
and how well he/she is able to organize and sequence thoughts in writing.
A district employee conducts the assessments at your child's campus.
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What happens after
my child is evaluated?
You will be invited to attend the Section 504
Committee meeting at your child's school. During that meeting you will be
given the results of the assessment and encouraged to participate in the
selection of the most appropriate instruction program for your child and in the
development of an accommodation plan (if needed). You will receive copies
of all the findings and proceedings.
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If my child is
evaluated and identified as dyslexic will he/she be placed in Special Education?
No. Your child will receive instruction in a small class
setting which will include reading, writing, and spelling as appropriate.
The program must be:
| individualized to meet the unique learning needs of the student |
| multisensory, using visual, auditory, tactile, and kinesthetic techniques |
| phonologically based |
| meaning based |
| systematic, sequential, and cumulative; and |
| process oriented |
If your child's dyslexia is very severe and he/she does not make sufficient
progress in the regular classroom, more intensive specialized instruction may be
required. To qualify for special education services, a student must be
assessed and meet federal and state criteria. The principal at your
child's school will assist you if a referral for special education is necessary.
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What can I do to help my
child?
| First, understand the nature of your child's difficulty.
Read books on the subject and emphasize your child's strengths and
talents. Do not pressure your child; give him/her praise more than
negative comments |
| Home life should be as stress-free as possible.
Establish regular routines with your child. Keep belongings in the
same place so your child will remember where those things are. Use
visual reminders, and be patient when your child forgets simple things. |
| Keep instructions simple by giving one direction at a time.
Ask your child to repeat instructions and make certain he/she understands
what you have directed. Give your child time to think. |
| Break tasks into small chunks.
Once one thing is completed, give another direction and allow time for
your child to complete that particular phase of the task. |
| Build on what your child knows.
Don't assume anything; if your child doesn't understand, show him/her how to
do something. |
| Help with schoolwork.
Provide a place for your child to study with minimal distractions.
Have all the tools (dictionary, paper, pens, pencils, etc.) needed in that
place. Help your child schedule time--what subjects should be studied
first, when should breaks be taken. |
| Read assignments to your child.
If your child qualifies as dyslexic, ask your school for an application for
Recording for the Blind and Dyslexic. For a one time fee, textbooks
and some novels are available to students who are blind, qualify as
dyslexic, or learning disabled in reading. Use them at home to help
your child with homework. |
| Act as your child's secretary.
Write assignments as he/she dictates them to you. |
| Work closely with your child's teacher.
As part of the Dyslexia Program, your child will be eligible for
modifications in instruction. Ask for modified work loads. |
| Discuss alternative writing assignments or having the child use a
computer or word processor for writing assignments.
If appropriate, ask that your child submit oral rather than written
reports. Sometimes projects completed by dyslexic students are more
creative and indicative of the child's learning than a written report.
Seek alternative assignments. |
| Ask the teacher to avoid calling on your child to read orally.
If your child wants to read orally, arrange for him/her to pre-read the text
before reading in front of the class. (Suggestions from Margaret T.
Smith and Edith A. Hogan, 1984 ©). |
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Where can I find more information about dyslexia?
Books:
| "Reversals: A Personal Account of Victory Over Dyslexia" by
Eileen Simpson |
| "To Teach a Dyslexic" by Don McCabe |
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