Dyslexia and Related Disorders
- Content
- Understanding Dyslexia and Dysgraphia
- Identification and Evaluation Process
- Dyslexia Instruction and Support
- Information for Families
- Information for Educators
- Legal Framework and Rights
- PfISD Dyslexia Team Contacts
- Resource Links
Pflugerville ISD is committed to supporting students with dyslexia through early identification, comprehensive evaluation, and evidence-based intervention. Our services, available across all campuses, are designed to empower students with the skills and strategies they need to overcome reading challenges and achieve academic success. We foster a collaborative approach, working closely with families, teachers, and specialists to ensure every student receives the support they need to become a confident and independent reader and writer.
This webpage provides detailed information about dyslexia and related disorders, the identification process in PfISD, and the instructional support available to our students.
Understanding Dyslexia and Dysgraphia
What is Dyslexia?
The Texas Dyslexia Handbook defines dyslexia as a "specific learning disability that is neurological in origin." It stems from differences in how the brain processes information; functional brain imaging has shown that the left hemisphere's posterior brain system fails to function properly during reading in individuals with dyslexia.
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Core Deficit: Dyslexia is characterized by difficulties with accurate and/or fluent word recognition, poor spelling, and poor decoding abilities. These difficulties typically result from a deficit in the phonological component of language and are often unexpected in relation to a student's other cognitive abilities.
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Primary Characteristics: Students identified with dyslexia most often experience difficulties in:
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Reading words in isolation.
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Accurately decoding unfamiliar words.
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Slow, inaccurate, or labored oral reading that lacks prosody (expression).
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Spelling.
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Phonological and phonemic awareness, such as segmenting, blending, and manipulating sounds in words.
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Phonological memory is the ability to hold information about sounds and words in memory.
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Rapidly recalling the names of familiar objects, colors, or letters (rapid naming).
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Secondary Consequences: As a result of these primary challenges, students may experience:
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Problems in reading comprehension.
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Difficulties with aspects of written expression.
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Reduced reading experience that can impede the growth of vocabulary and background knowledge.
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Other Factors: It is important to note that there is often a family history of similar difficulties. Individuals will demonstrate differences in the degree of impairment and may not exhibit all listed characteristics.
What is Dysgraphia?
The Texas Dyslexia Handbook defines dysgraphia as a "neurodevelopmental disorder manifested by illegible and/or inefficient handwriting due to difficulty with letter formation." This is the result of deficits in hand movements used for writing (graphomotor function) and/or storing and retrieving letter forms.
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Primary Characteristics: The common characteristics of dysgraphia include:
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Variably shaped and poorly formed letters.
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Excessive erasures and cross-outs.
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Poor spacing between letters and words.
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Letter and number reversals beyond the early stages of writing.
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An awkward and inconsistent pencil grip.
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Heavy pressure on the page and hand fatigue when writing.
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Slow writing and copying, which may be legible or illegible.
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Secondary Consequences: Additional consequences of dysgraphia may include:
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Difficulty with unedited written spelling.
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A low volume of written output and other challenges with written expression.
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(Texas Education Agency. The Dyslexia Handbook: Procedures Concerning Dyslexia and Related Disorders, 2024 Update. Texas State Board of Education, Aug. 2024. https://tea.texas.gov/academics/special-student-populations/special-education/texas-dyslexia-handbook.pdf)
Identification and Evaluation Process
Child Find
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. If you suspect your child may have a disability, including dyslexia, contact your child’s school to start the Child Find process. Referrals for a suspected disability can be made for students who attend a private or home school located within PfISD boundaries.
State-Mandated Screening
Texas state law requires public schools to screen students for dyslexia and related disorders at appropriate times. This includes screening for every student at the end of kindergarten and again during first grade. The law also requires schools to administer early reading instruments to all students in kindergarten, 1st, and 2nd grade. Any 7th-grade student who did not demonstrate proficiency on the 6th-grade reading assessment will also be administered a reading instrument. If a student is determined to be at risk for dyslexia, the school must notify parents.
The Referral Process
The decision to refer a student for a formal evaluation is always made on a case-by-case basis and driven by data.
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Data-Driven Meeting: A team of knowledgeable persons designated as the campus Problem Solving Support Team (PSST) meets to discuss the student's data. This team may include the classroom teachers, campus administrator, reading interventionist, instructional coach, special education teacher, and the student's parents, etc..
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Review of Data: The team analyzes data from multiple sources, including, but not limited to, state-mandated screeners, classroom assignments and assessments, and information provided by parents.
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Determining Next Steps:
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If data does not suggest a disability, the team may decide the student does not need a formal evaluation at this time. The PSST will determine appropriate interventions the student may receive through the Multi-Tiered Systems of Support (MTSS) framework.
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If data leads to a suspicion of a disability, the team must refer the student for a Full Individual and Initial Evaluation (FIIE). Parents also have the right to request an FIIE at any time.
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The Full Individual and Initial Evaluation (FIIE)
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Parental Consent: A school must obtain parental consent before beginning an FIIE. The evaluation must typically be completed within 45 school days from when consent is received.
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Comprehensive Assessment: Eligibility for dyslexia services is determined through a comprehensive evaluation that looks at multiple factors, including phonological awareness, decoding, reading fluency, spelling, and comprehension. The evaluation is based on screening results, classroom performance, formal and informal assessments, and parent input.
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Determining Placement: Following the evaluation, the ARD committee will determine if the student is eligible for services under IDEA.
Dyslexia Instruction and Support
Evidence-Based Intervention Programs
PfISD provides evidence-based, multisensory structured literacy instruction for students identified with dyslexia. These programs are delivered in small group settings with frequent progress monitoring. Our district-adopted programs include Basic Language Skills (BLS), Reading by Design (RbD), and Esperanza (for Spanish-speaking elementary students).
Principles of Effective Intervention
Our instruction is delivered with fidelity and is based on the following principles:
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Systematic and Cumulative: Instruction follows a logical order, beginning with the easiest concepts and progressing to more difficult material, with systematic review to strengthen memory.
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Simultaneous, Multisensory: Teaching engages all learning pathways (visual, auditory, kinesthetic, and tactile) simultaneously to enhance memory and learning.
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Explicit Instruction: The teacher directly explains and demonstrates all language and print concepts with guided practice and immediate corrective feedback.
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Diagnostic Teaching to Automaticity: Instruction is individualized based on the continual assessment of student needs. The goal is for skills to be performed quickly and efficiently without conscious thought.
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Synthetic and Analytic Instruction: Instruction includes both presenting parts of the language to form a whole (synthetic) and presenting the whole to break down into its parts (analytic).
Our Providers of Dyslexia Instruction (PDIs)
Instruction is delivered by highly qualified Providers of Dyslexia Instruction (PDIs). All PDIs in Pflugerville ISD are teacher-certified, fully trained in the district's adopted instructional programs, and skilled in delivering evidence-based structured literacy intervention. They are committed to teaching the programs with fidelity, which means adhering to the specific fidelity requirements for group size, session frequency, and lesson duration to ensure the instruction is as effective as possible for every student.
Progress Monitoring
Progress is tracked using curriculum-based assessments and standardized tests. Parents receive dyslexia-specific progress updates at least once per grading period, in addition to standard report cards and IEP progress reports where applicable.
Discontinuation of Services
The ARD committee makes the decision to exit a student from direct dyslexia intervention, considering the student's completion of the curriculum, proficiency on grade-level material, and performance on state assessments.
Information for Families
What are the early signs of dyslexia? Early signs include difficulty learning nursery rhymes, trouble recognizing letters, struggles with learning the alphabet or letter sounds, difficulty sounding out simple words, avoidance of reading activities, and a family history of reading difficulties.
Who do I talk to if I suspect my child has dyslexia? Start by discussing your concerns with your child's classroom teacher, case manager, or campus administrator.
Is dyslexia addressed under Special Education (IDEA) or Section 504? Dyslexia is a specific learning disability under IDEA. A student may qualify for special education direct instruction services and supports or receive accommodations only through a Section 504 plan.
What rights does my child have? Your child has the right to a Free Appropriate Public Education (FAPE), necessary services or accommodations, and a timely and thorough evaluation if a disability is suspected.
How to Support Your Child at Home
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Read aloud together daily.
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Engage in phonological awareness activities, like rhyming games.
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Use multisensory techniques (e.g., trace letters in sand, use magnetic letters).
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Utilize assistive technology, like text-to-speech or audiobooks.
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Communicate regularly with teachers.
Information for Educators
How can I help to identify students who might be struggling with dyslexia?
Look for signs such as difficulty with phonological awareness, slow or hesitant reading, challenges with spelling, and reluctance to engage in reading activities, especially when these are inconsistent with the student's overall cognitive abilities.
What is the protocol for referring a student?
If you suspect a student has dyslexia, begin by compiling classroom data and following your campus's Problem Solving Support Team (PSST) referral procedure. This includes gathering parent input, work samples, and assessment data.
What classroom strategies can help?
- Use explicit, multisensory instruction.
- Break lessons into smaller, manageable steps.
- Provide clear instructions with visual aids.
- Allow alternative ways to demonstrate learning (e.g., oral presentations).
- Implement approved accommodations like extended time.
How can I collaborate effectively with parents?
Establish open lines of communication through regular meetings and progress updates. Sharing observations and strategies fosters a collaborative environment that benefits student success.
Legal Framework and Rights
Governing Laws and Mandates
The identification and support of students with dyslexia are guided by federal and state law, including the Individuals with Disabilities Education Act (IDEA), the Every Student Succeeds Act (ESSA), and Texas Education Code. Recent legislation, such as House Bill 3928, also impacts dyslexia services. Additionally, under the Child Find mandate, school districts are required to identify, locate, and evaluate all children with known or suspected disabilities.
Information for PfISD Educators
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How to identify students who might be struggling: Look for signs like difficulty with phonological awareness, slow reading, and spelling challenges, especially when inconsistent with overall cognitive performance.
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Protocol for referring a student for evaluation: If you suspect a student has dyslexia, compile classroom data and complete a campus referral, including parent input, work samples, and assessment data.
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Effective classroom strategies for support: Use explicit, multisensory instruction; break lessons into smaller steps; provide clear instructions with visual aids; allow for alternative ways for students to demonstrate learning; and implement accommodations like extended time.
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Accessing professional development: PfISD provides ongoing training for Providers of Dyslexia Instruction.
PfISD Dyslexia Team Contacts
Katherine Williams
Assistant Director of Special Education
📧 Katherine.Williams@pfisd.net | 📞 512-594-0155
Sarah Pickett
Dyslexia Specialist
📧 Sarah.Pickett@pfisd.net | 📞 512-594-5630