• Paula Simmons, Coordinator of Section 504 & Dyslexia Services
    Graciela Casanova, Bilingual Dyslexia Specialist
    Deana Smith, Monolingual Dyslexia Specialist


    Pflugerville Independent School District offers dyslexia services to students identified with dyslexia at each campus.  The District utilizes a variety of instructional models to meet the needs of students with dyslexia, including pull-out reading instruction, reading acceleration classes, and classroom accommodations.  The goal of these services is to facilitate the development of skills and compensation strategies that will enable students with dyslexia to become independent, proficient consumers of written text. 

    In addition to the provision of reading instruction to students with dyslexia, the District also affords educators and parents professional development opportunities in the area of Dyslexia.


    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 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 the growth of vocabulary and background knowledge.

    (Adopted by the International Dyslexia Association Board of Directors, November 12, 2002)

    What does neurological in origin mean?

    Dyslexia results from differences in how the brain processes information. Specifically, functional brain imaging has demonstrated a failure of the left hemisphere posterior brain system to function properly during reading.


    More information:

    Students with dyslexia present specific areas of difficulty in their fluent word recognition, decoding, and spelling abilities. 

    Students with dyslexia will demonstrate difficulties with correctly and quickly identifying real words (word recognition) and pronouncing nonsense words (decoding).  These difficulties will affect students' abilities to read fluently. Spelling is also a primary characteristic of dyslexia. This is in contrast to the popularly held belief that the major characteristic is the reversal of letters, words, and numbers.

    These difficulties typically result from a deficit in the phonological component of language – making the connection between oral language and the letters/sounds that represent language in written form requires an awareness that all words can be decomposed into phonologic segments (i.e., the word bat can be broken down into three phonemes or individual sounds – /b/, /a/, and /t/). Research findings have been consistent in confirming that in young school-age children as well as in adolescents, a deficit in phonological processing is the strongest and most specific finding related to dyslexia.

    That is often unexpected about other cognitive abilities – unexpected about the student’s: oral language skills, the ability to learn in the absence of print, intellectual functioning, or strong math skills in comparison to reading skills.

    Provision of effective classroom instruction – if the child has been identified as at-risk for reading failure in kindergarten and first grade, have they been provided with effective instruction to develop proficient early reading skills? The lack of response to scientifically informed instruction is one factor that differentiates severe reading deficits from reading failure resulting from inadequate instruction. Early intervention is critical. Students who receive appropriate instruction show changes in how their brain processes the information so that it resembles that of non-disabled readers. Research has found that effective early interventions have the capability of reducing the expected incidence of reading failure from 18% of the school-age population to 1 – 5%.

    Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary and background knowledge – because students with reading difficulties typically do not read the same amount as non-disabled readers, it may impact their vocabulary development as well as their exposure to information learned by reading.

    [Source: A Definition of Dyslexia by G. Reid Lyon, Sally E. Shaywitz and Bennett A. Shaywitz; Annuals of Dyslexia, Volume 53, 2003]


    Questions & Answers:


    Who do I talk to regarding my concerns about my student possibly having dyslexia?

    School districts are required by law to identify, locate, and evaluate individuals from birth through age 21 with known or suspected disabilities to determine whether they need special education and/or related services. Child Find is a free referral and information service. Pflugerville ISD serves children who live within its boundaries or attend a private or home school within its boundaries. Anyone who is concerned that a student in the district may have a disability may use the Child Find process.

    The child’s school should be contacted to begin the referral process. Referrals for a suspected disability can be made by anyone for students who attend a private or home school located within PfISD boundaries.

    For questions concerning services available to private schooled and homeschooled students, contact:

    Jennifer Phillips, MS, CCC-SLP
    Speech Services Coordinator and Homeschool Services


    What is the process for a dyslexia assessment?

    Anytime the district or parent suspects that the student has dyslexia or a related disorder, and needs services, the district must seek parental consent for a Full Individual Initial Evaluation (FIIE) under IDEA.
    Parents are assured that consent is informed, including a prior written notice and provision of procedural safeguards. Once consent is obtained, an evaluator on your student’s home campus will complete a Full and Individual Initial Evaluation. An Admission, Review, and Dismissal committee reviews eligibility and determination of services and support. Further questions may be directed to your student’s campus administrator during the evaluation process.


    Links to Dyslexia Related Information/Resources: