Dyslexia

 

Tomball ISD dyslexia services are designed to provide reading intervention for students identified as having characteristics of dyslexia. Intervention services are offered to qualifying students in all grades. The components of instruction include explicit, systematic, and sequential multi-sensory instruction. Teachers and specialists providing dyslexia intervention are trained in dyslexia intervention strategies, which target the five areas of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension. The goal of the dyslexia intervention program is for students to gain accurate and fluent reading.

 

THE INTERNATIONAL DYSLEXIA ASSOCIATION DEFINES “DYSLEXIA” IN THE FOLLOWING WAY: 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, NOVEMBER 12, 2002)

 

PRIMARY CHARACTERISTICS OF DYSLEXIA ARE AS FOLLOWS: