Texas Legal Definition
Under Texas Education Code § 38.003, “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. Texas Education Agency

International Dyslexia Association (IDA) Definition
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 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. 

Key Points to Understand about Dyslexia 

• Dyslexia is not caused by low intelligence or lack of effort.
• Students with dyslexia can learn to read and write successfully when provided with appropriate, evidence-based instruction.
• Dyslexia is a lifelong condition, but early identification and targeted support make a significant difference.
• With the right tools and strategies, students with dyslexia can develop confidence, build on their strengths, and achieve academic success.

Pre-K thru Grade 3

• Delay in learning to talk
• Difficulty with rhyming
• Difficulty pronouncing words (e.g., “pusgetti” for “spaghetti,” “mawn lower” for “lawn mower”)
• Poor auditory memory for nursery rhymes and chants
• Difficulty adding new vocabulary words
• Inability to recall the right word (word retrieval)
• Trouble learning and naming letters and numbers and remembering the letters in his/ her name
• Aversion to print (e.g., doesn’t enjoy following along if a book is read aloud)
• Difficulty breaking words into smaller parts, or syllables (e.g., “baseball” can be pulled apart into “base”“ball” or “napkin” can be pulled apart into “nap” “kin”)
• Difficulty identifying and manipulating sounds in syllables (e.g., “man” sounded out as /m/ /ă/ /n/)
• Difficulty remembering the names of letters and recalling their corresponding sounds
• Difficulty decoding single words (reading single words in isolation)
• Difficulty spelling words the way they sound (phonetically) or remembering letter sequences in very common words seen often in print (e.g., “sed” for “said”)
• Difficulty recognizing common sight words (e.g., “to,” “said,” “been”)
• Difficulty decoding single words
• Difficulty recalling the correct sounds for letters and letter patterns in reading
• Difficulty connecting speech sounds with appropriate letter or letter combinations and omitting letters in words for spelling (e.g., “after” spelled “eftr”)
• Difficulty reading fluently (e.g., reading is slow, inaccurate, and/or without expression)
• Difficulty decoding unfamiliar words in sentences using knowledge of phonics
• Reliance on picture clues, story theme, or guessing at words
• Difficulty with written expression

Grade 4 thru Grade 6

Many of the previously described behaviors remain problematic along with the following:

• Difficulty reading aloud (e.g., fear of reading aloud in front of classmates)
• Avoidance of reading (particularly for pleasure)
• Difficulty reading fluently (e.g., reading is slow, inaccurate, and/or without expression)
• Difficulty decoding unfamiliar words in sentences using knowledge of phonics
• Acquisition of less vocabulary due to reduced independent reading

Middle & High School

Many of the previously described behaviors remain problematic along with the following:

• Difficulty with the volume of reading and written work
• Frustration with the amount of time required and energy expended for reading
• Difficulty reading fluently (e.g., reading is slow, inaccurate, and/or without expression)
• Difficulty decoding unfamiliar words in sentences using knowledge of phonics
• Difficulty with written assignments
• Tendency to avoid reading (particularly for pleasure)
• Difficulty learning a foreign language

Taken from The Texas Dyslexia Handbook Procedures Concerning Dyslexia and Related Disorders - 2024 Update

State & Legal Requirements in Texas

Universal Screening: Under HB 1886 (2017) and Texas Education Code § 38.003, all Kindergarten and 1st-grade public school students must be screened for dyslexia and related disorders. Students beyond 1st grade must also be screened or tested when appropriate. 

Reading Diagnosis: Texas law (TEC §28.006) requires reading instruments be used in K-2, and again in 7th grade for those who did not demonstrate reading proficiency, to diagnose reading development and comprehension. Parents must be notified of at-risk status. 

Updated Handbook & Rules: As of June 30, 2024, districts must follow the SBOE’s Dyslexia Handbook as adopted into Texas Administrative Code 19 TAC §74.28. This outlines required procedures for evaluation, identification, and instruction. 

Qualified Staff & Progress Monitoring: Under HB 3928 and state law, districts must use instructors trained in evidence-based dyslexia programs. Students receiving dyslexia instruction must have regular progress reporting (at least once per grading period) to parents. 

SBISD Specific Supports

Spring Branch ISD (SBISD) meets those state requirements and goes beyond in many areas:

Evidence-Based Instructional Programs: SBISD uses several programs that are aligned with the TEA/Handbook critical, evidence-based components. These include IMSE’s Orton-Gillingham methodology, Esperanza, and Rewards.

Multisensory, Structured & Explicit Teaching: SBISD’s approach includes systematic, cumulative instruction in phonemic awareness, decoding/encoding, word recognition, spelling, fluency, and comprehension using multisensory delivery (visual, auditory, kinesthetic). 

Qualified Instructors (PDIs): Teachers delivering dyslexia instruction must have specific training.

Assistive Technology & Accessibility Tools: SBISD provides students with digital tools (e.g. Learning Ally, Talking Books, Google Read & Write, etc.) for text-to-speech, audiobooks, etc. 

Supports like speech-to-text, writing accommodations, and accessible formats are available.

Parent Communication & Handbook: SBISD maintains a Dyslexia Parent Handbook (updated Fall 2024) so families know how identification, instruction, progress monitoring, and accommodations work.

Read Together Daily

• Mix decodable texts (that reinforce phonics skills) with books of choice that your child enjoys.
  • Example: Have your child read a decodable passage to you, then you read a fun picture book or chapter aloud together.
• Use the “echo reading” strategy (you read a sentence, your child repeats) to build fluency.

Use Audiobooks with Print Books

• Pair audiobooks with physical copies so your child can listen and follow along.
• Free/low-cost options: Learning Ally, Bookshare, Audible, Epic!, and public library apps (e.g., Libby).
  • Example: Have your child track the words with their finger while listening, then pause to discuss new vocabulary.

Play Word Games & Build Phonological Awareness

• Practice rhyming games (“What rhymes with cat?”).
• Clap out syllables in names, foods, or favorite characters.
• Play “I Spy” with sounds (“I spy something that starts with /s/”).
• Try apps like Nessy, Starfall, or Phonics Hero that reinforce skills in a fun way.

Encourage & Praise Progress

• Celebrate small wins (reading one more word correctly, finishing a page, trying a new strategy).
• Use growth language: “I can tell you worked hard to sound that out!” instead of “You’re smart.”
• Keep a reading success journal where your child adds stickers for effort and progress.

Build a Print-Rich Home Environment

• Label common items in the house (door, table, fridge) and practice reading them.
• Provide access to high-interest magazines, graphic novels, and comics—they “count” as real reading and build confidence.
• Visit the library weekly to let your child choose books.

Support Writing & Spelling

• Encourage your child to dictate stories to you, then read them back together.
• Provide sand trays, magnetic letters, or whiteboards for hands-on spelling practice.
• Use apps like SnapType or built-in device features for speech-to-text writing support.

Use Everyday Routines as Learning Opportunities

• Cooking: Read a recipe together, measure ingredients, and highlight vocabulary (tablespoon, whisk).
• Grocery shopping: Have your child read the list, find items, or compare labels.
• Driving: Play “sound games” with road signs or license plates.

Foster a Positive Mindset

• Share stories of successful people with dyslexia (e.g., Richard Branson, Octavia Spencer).
• Encourage self-advocacy: let your child practice asking teachers for audiobooks or extra time.
• Emphasize strengths outside of reading (art, building, music, sports) to balance challenges with confidence.