Curriculum Departments » Dyslexia » 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.

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

  1. “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.

  2. “Related disorders” include disorders similar to or related to dyslexia such as developmental auditory imperceptions, 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 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:

  • Difficulty reading words in isolation
  • Difficulty accurately decoding unfamiliar words
  • Difficulty with oral reading (slow, inaccurate, or labored)
  • Difficulty spelling
TEA Dyslexia and Related Disorders website:  Link
TEA Section 504 website: Link
TEA Special Education website: Link
Texas Dyslexia Handbook in English link
TEA Handbook Updates Guidance Document English  Spanish
TEA Dyslexia and Related Disorders   Link
TEA Section 504  Link
TEA Special Education  Link
Region 4 (Houston, TX) link
Region 10 (State Lead for Dyslexia services) link
Assistive Technology Training for Parents link
*Students access Lexia Learning & Learning Ally thru their Clever app: >Click "Login with Google"