School-based Identification of Characteristics of Dyslexia: Parent Overview
Learn how schools use screening and progress monitoring tools to identify dyslexia characteristics, and then implement reading interventions for students who need dyslexia-specific instruction. You’ll also find out about classroom accommodations and modifications that can help your child learn, as well as information about referrals for special education.
This article is adapted from a parent resource developed by the Tennessee Center for the Study and Treatment of Dyslexia. Check with your state’s Department of Education to find out more about screening and interventions.
Dyslexia defined
Dyslexia is a specific learning disability that is neurobiological in origin and 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.
Dyslexia overview
This overview of dyslexia is presented by Dr. Tim Odegard, Professor of Psychology at the Tennessee Center for the Study and Treatment of Dyslexia at Middle Tennessee State University.
School-based identification of the characteristics of dyslexia
Many public schools are required to screen students for characteristics of dyslexia and provide dyslexia-specific interventions to those who are identified. Public schools do not assess and formally diagnose dyslexia; however, the identification of characteristics of dyslexia is sufficient to plan for and implement reading intervention for those students. Schools have procedures in place through the Response to Instruction and Intervention (RTI2) framework (or other similar means) to support this screening and identification.
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