Dyslexia Services



The Spring Branch ISD Dyslexia Program serves students identified with dyslexia and/or dysgraphia, who have qualified for services under Section 504.

Our program is a pull-out intervention program, staffed by highly qualified reading specialists, who are passionate about supporting the development of skills, confidence, and academic success of their students.

Our intervention program is based on the concepts and instructional approaches of Orton-Gillingham, and takes students through phases of intervention as they move through their education. Our goal is to empower students with the skills they need to be successful independent learners.

SBISD Dyslexia Handbook


Programs and Purposes

  • SBISD strives to ensure that identified dyslexia students receive an intensive, structured, explicit,  yet personalized program that meets the specific strengths and needs of each student.  Students with dyslexia are served through general education with support from the Dyslexia Intervention Team.  Strategies and accommodations are implemented to promote independence and self-advocacy in the academic setting.
  • Students enter the program through the assessment process and determination of 504 eligibility.  Once in the program, students receive direct services until established goals are met in each phase of the program.  At that time, they exit from direct intervention services and enter a monitoring/support phase.  While students will ultimately exit from direct dyslexia intervention support, they will always have the appropriate protections and accommodations provided through their 504 plan.

Definitions of Dyslexia

The student who struggles with reading and spelling often puzzles teachers and parents. The student displays ability to learn in the absence of print and receives the same classroom instruction that benefits most children; however, the student continues to struggle with some or all of the many facets of reading and spelling. This student may be a student with dyslexia.

  • Texas Education Code (TEC) §38.003 defines dyslexia and related disorders in the following way:

    Dyslexia” means a disorder of constitutional origin manifested by a difficulty in learning to read, write, or spell, despite conventional instruction, adequate intelligence, and sociocultural opportunity.

    “Related disorders” include disorders similar to or related to dyslexia, such as developmental auditory imperception, dysphasia, specific developmental dyslexia, developmental dysgraphia, and developmental spelling disability
  • The International Dyslexia Association defines “dyslexia” in the following way:

    Dyslexia is a specific learning disability that is neurobiological 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 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.

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