Dyslexia is considered a language-based reading difficulty impacting a student’s ability to accurately and automatically read single words. This word-level reading difficulty is rooted in deficits in phonological awareness and phonics. Individuals with dyslexia also have trouble connecting the print on the page to the speech sounds of language. Dyslexia occurs despite adequate student effort, opportunity to learn and instruction.
Characteristics of dyslexia change over time and vary in severity. However, there are indicators of risk for dyslexia that educators can look for across age and grade spans, so support can be provided as early as possible.
A Response to Intervention and Multi-tiered System of Support, or RTI/MTSS, is a framework used by many school systems across the nation to ensure successful education outcomes for all students.
With an established RTI/MTSS, students with indicators of risk for reading failure receive appropriate and timely interventions matched to student need. Within an RTI/MTSS, a comprehensive assessment system is used to gather and manage data for decision making. (And) It’s an essential component that enables educators to monitor student progress and make informed instructional decisions based on data. A comprehensive assessment system includes:
For those students whose difficulties persist, a referral for a full and individual evaluation is made to determine if the child has a disability as defined under the Individuals with Disabilities Education Act (or IDEA).
Our new Dyslexia: Identification and Assessment for Informing Instruction course provides faculty and staff members with an overview of dyslexia identification and procedures for assessment. The course will:
For more information, request a demo above or contact us at 1-800-434-0154.