Region 7 Dyslexia Webpage

Region 7 ESC is committed to supporting districts and charters with the implementation of dyslexia services as outlined in the Texas Dyslexia Handbook (2024). The handbook includes the responsibilities of districts for identification, screening, evaluation, and instruction for dyslexia and dysgraphia.

The updated Texas Dyslexia Handbook became effective on June 30, 2024. Appendices and other supporting materials will be posted as they become available.

Definition of 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.

TEC §38.003(d)(1)-(2) (1995)
http://www.statutes.legis.state.tx.us/Docs/ED/htm/ED.38.htm#38.003

Most current definition from the International Dyslexia Association (IDA): 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 IDA Board, November 2002.

Let’s break it down:

Specific learning disability – research has indicated specific cognitive characteristics related to dyslexia.

...that is neurological in origin – dyslexia results from differences in how the brain processes information. Specifically, functional brain imaging has demonstrated a failure of the left hemisphere posterior brain systems to function properly during reading.

It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities – students with dyslexia will demonstrate difficulties identifying real words (word recognition) and pronouncing nonsense words (decoding); the student’s ability to read fluently is also a major characteristic as well as difficulty with spelling. 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 phonology is the strongest and most specific finding related to dyslexia.

That is often unexpected in relation to other cognitive abilities – unexpected in relation to 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.

...and the 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 in order 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 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]

Characteristics of Dyslexia

The following are the reading/spelling characteristics of dyslexia:

Difficulty reading single words in isolation;
Difficulty accurately decoding unfamiliar words;
Difficulty with oral reading (slow, inaccurate, or labored without prosody)
Difficulty with spelling
Additional Grade / Age Level Characteristics can be found in The Dyslexia Handbook (2021)

The reading/spelling characteristics are most often associated with:

Segmenting, blending, and manipulating sounds in words (phonemic awareness)
Learning the names of letters and their associated sounds
Holding information about sounds and words in memory (phonological memory)
Rapidly recalling the names of familiar objects, colors, or letters of the alphabet (rapid naming)

Secondary consequences of dyslexia may include the following:

Variable difficulty with aspects of reading comprehension;
Variable difficulty with aspects of written composition;
Limited vocabulary growth due to reduced reading experiences.

Dyslexia Newsletters

Annual Dyslexia Day at Region 7 is an event in October that provides students with dyslexia a day of connecting and interacting with other students. The activities for this event tap into creativity, creative thinking, problem solving, and interests of the students.

Comments from Teachers and Parents:

I want to say thank you so much for allowing the dyslexia students to go to Region 7. This has had such a positive impact on my child. He came to me after school talking about it and then as we got out of the car last night he said, "I finally like being dyslexic!". This brought me to tears. It is so difficult to watch both my boys struggle with reading and their confidence. They didn't ask to be dyslexic, but they have had to figure out how to overcome this challenge. Yesterday was so good for Casen because he was celebrated for being different. I can't say thank you enough for making this happen. My heart is so full as a parent. (Hawkins ISD, 2023)

I really like that you invited a special successful guest that the students knew. I think they could really relate to him being from our "neck of the woods" and sounding soooo country...lol

Thank you again for a delightful day for ALL!

Sponsorship Opportunity:

We are always looking for local sponsors to help us make this day successful. If you would like to be a sponsor for a future event, please contact Angela Venters.

2024 Sponsors

Sponsors for 2024 — Logos of 2024 Sponsors

Comic-style announcement for Dyslexia Day 2025, October 22-23, at Region 7 ESC. — Graphic of Dyslexia Day Dates for 2025

Invitation to join the Dyslexia Awareness Month activities and sessions for students. — Black text that provides Dyslexia Day information for 2025

Dyslexia Resources

Frequently Asked Questions about Dyslexia
International Dyslexia Association - Includes Fact Sheets, Success Stories, and More!
National Center for Learning Disabilities

FOR PARENTS:

The Alphabet War: A Story about Dyslexia by Diane Burton Robb and Gail Piazza
Brilliant Bea by Shaina Rudolph, Mary Vukadinovich, et al.
Why Can't I Read?: A children's book on dyslexia by Laurie O'Hara
Sparkle: an inclusive kids book celebrating a child with dyslexia and dysgraphia by Alexandra Hoffman
Did You Say Pasghetti? by Tammy Fortune
What is Dyslexia?: A Book Explaining Dyslexia for Kids and Adults to Use Together by Alan M. Hultquist and Lydia T. Corrow

FOR TEACHERS:

All Kinds of Minds by Mel Levine, M.D
Basic Facts About Dyslexia & Other Reading Problems by Louisa Cook Moats, Karen E. Dakin
Beginning to Read: Thinking and Learning About Print—A Summary by Marilyn Jager Adams
Dyslexia, Fluency, and the Brain by Maryanne Wolf
English Isn’t Crazy! by Diana Handbury King
Helping Children Overcome L.D. by Gerome Rosner
How Dyslexic Benny Became a Star: A story of Hope for Dyslexic Children and Their Parents by Joe Griffith
Josh: A Boy With Dyslexia by Caroline Janover
Multisensory Teaching of Basic Language Skills, 2nd Edition by Judith R. Birsh (Ed.)
My Name is Brian Brian by Jeanne Betancourt

Region 7 Dyslexia Contacts

Angela Venters, Ed.D, LDT, CALT

Specialist II, Dyslexia

[email protected]

(903) 988-6788

Stacey Perkins, M.Ed, LDT, CALT

Specialist II, Special Education

[email protected]

(903) 988-6911

Wendy Marshall, A.A.S.
Administrative Secretary
[email protected]
(903) 988-6806