Dyslexia Information

Dyslexia affets colorful circle chart

Dyslexia

  • Dyslexia is a word reading problem due to differences in the brain that make learning letter sounds difficult. Without adequate letter-sound knowledge, recognizing words in print is slow and inaccurate. The root cause is weak phonological, not visual, processing. This phonological weakness is with the sounds of language.

    Dyslexia Evaluation
    Dyslexia is identified by formal assessment data and information gathered from the student's family history, medical history, social-emotional history, and school data. The dyslexia evaluation includes a formal and informal assessment of the characteristics associated with dyslexia (decoding, word recognition, oral reading fluency accuracy/rate, and spelling), the underlying cause (phonological processing), the secondary characteristics associated with dyslexia (reading comprehension and written expression), cognitive ability, and coexisting assets and complications. Once the evaluation is complete, the dyslexia therapist along with the committee of knowledgeable persons review the testing data and relevant information to determine if the student meets the criteria for identification of dyslexia.

    If you have questions regarding testing, please contact me at acass@azleisd.net or 817-444-1317.

Dyslexia Program Curriculum

  • To help students become academically successful, Liberty utilizes Take Flight: A Comprehensive Intervention for Students with Dyslexia. Take Flight was designed by Texas Scottish Rite Hospital for Children for use by Certified Academic Language Therapists for children with dyslexia ages 7 and older and is taught four days per week for one hour per day at Liberty Elementary. It is intended for one-on-one or small group instruction with no more than six students per group.

    Take Flight addresses the five components of effective reading instruction identified by the National Reading Panel's research and is a comprehensive Response to Intervention (RtI) leveled intervention for students with dyslexia.

    • Phonemic Awareness: following established procedures for explicitly teaching the relationships between speech-sound production and spelling patterns.
    • Phonics: providing a systematic approach for single word decoding.
    • Fluency: using research-proven directed practice in the repeated reading of words, phrases, and passages to help students read newly encountered text more fluently.
    • Vocabulary: featuring multiple word learning strategies (definitional, structural, contextual) and explicit teaching techniques with application in text.
    • Reading Comprehension: teaching students to explicitly use and articulate multiple comprehension strategies (i.e., cooperative learning, story structure, question generation and answering, summarization, and comprehension monitoring).