Some students struggling with some or all of the many facets of reading, writing and/or spelling may need intervention. The campus committee may determine there is a need for specialized assessments in order to determine if a student may be identified as a student with dyslexia. Those students who are identified are provided with an appropriate instructional program for the student at each campus. The major instructional strategies utilize explicit, systematic, cumulative, multi-sensory methods as appropriate. Gainesville ISD follows guidelines and procedures adopted by the State Board of Education, mandated by the state of Texas, and presented in The Dyslexia Handbook: Procedures Concerning Dyslexia and Related Disorders.
Take Flight: A Comprehensive Intervention for Students with Dyslexia is the curriculum currently being used in Gainesville ISD at the elementary campuses. Take Flight contains the five components of effective reading instruction supported by the National Reading Panel research. This includes phonemic awareness, phonics, vocabulary, fluency and reading comprehension. Pre-Flight is also used for younger students or students needing more assistance.
Definition of DyslexiaAs defined in Texas Education Code §38.003
(1) “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.
(2) “Related disorders” includes disorders similar to or related to dyslexia such as developmental auditory imperception, dysphasia, specific developmental dyslexia, developmental dysgraphia, and developmental spelling disability.
The definition of the International Dyslexia Association states:
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.