Dyslexia Services


Definition of Dyslexia

As defined in Texas Education Code §38.003

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” includes disorders similar to or related to dyslexia such as developmental auditory imperceptions, dysphasia, specific developmental dyslexia, developmental dysgraphia, and developmental spelling disability.

The current definition from the International Dyslexia Association states the following:

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 this 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 Board of Directors, November 12, 2012).

Plains ISD has a district-wide plan that follows guidelines and procedures in The Dyslexia Handbook:  Procedures Concerning Dyslexia and Related Disorders in the identification of, instruction for, and accommodations for students with dyslexia.

The primary difficulties of a student identified as having dyslexia occur in phonemic awareness and manipulation, single-word decoding, reading fluency, and spelling. Secondary consequences of dyslexia may include difficulties in reading comprehension and/or written expression. These difficulties are unexpected for the student’s age, educational level, or cognitive abilities. Additionally, there is often a family history of similar difficulties. 

The following are primary reading/spelling characteristics of dyslexia:
    Difficulty reading real words in isolation
    Difficulty accurately decoding nonsense words 
    Slow, inaccurate, or labored oral reading (lack of reading fluency)
    Difficulty with learning to spell

The reading/spelling characteristics are the result of difficulty with the following:
    The development of phonological awareness, including segmenting, blending, and manipulating     sounds in words
    Learning the names of letters and their associated sounds
    Phonological memory (holding information about sounds and words in memory)
    Rapid naming of familiar objects, colors, or letters of the alphabet

Secondary consequences of dyslexia may include the following:
    Variable difficulty with aspects of reading comprehension
    Variable difficulty with aspects of written composition
    A limited amount of time spend in reading activities

Instruction for Students with Dyslexia

The 504 committee will make the decision whether the student has met the criteria for the disability of  dyslexia. The committee will then need to determine if the student will need one or all of the following:
· Accommodations based on the student’s individual needs for the disability of dyslexia
· Interventions in reading based on the student’s individual needs for the disability of dyslexia.

If you have concerns that your child may have dyslexia, please contact your child's teacher, counselor, or principal to find out more about the Student Intervention Team process.





 Dyslexia Handbook

International Dyslexia Association



PISD Contact: Laura Williams at (806) 456-7401 or lwilliams@plainsisd.net