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Dyslexia Definition
Indiana’s definition of Dyslexia is based on the International Dyslexia Association’s definition of dyslexia. It is defined as:
A specific learning disability that:
(1) is neurological in origin and characterized by difficulties with accurate or fluent word recognition and poor spelling and decoding abilities;
(2) typically results 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;
(3) may include problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary and background knowledge; and
(4) may require the provision of special education services after an eligibility determination is made in accordance with Article 7.
Screening Process
Specific dyslexia screeners will be administered to second-grade students in the fall (BOY), first-grade students in the winter (MOY), and to kindergarten students in the spring (EOY).
Universal Screening -
A predictive measure that provides a snapshot of the student. The dyslexia-specific screening will be administered to ALL K-2 students annually. The 6 components required by law to screen for dyslexia-like characteristics include:
- Phonological and Phonemic Awareness
- Sound and Symbol Relationships
- Alphabet Knowledge
- Decoding Skills
- Rapid Naming Skills
- Encoding Skills
Students in grades 3+ will be screened on an as-needed basis, as determined by the classroom teacher based on the student’s need in the 6 components.
Level I Screener -
A screener administered to students who are deemed “At Risk” on the Universal Screener. The Level I screener gathers additional data through diagnostic measures that can be used for progress monitoring and to help decide on interventions.
Level II Screener -
A screener administered to students for additional information. Level II screeners are a battery of norm-referenced assessments that are considered both formal and diagnostic.
Interventions
If screeners indicate the need for intervention services, the intervention may include:
- Explicit direct instruction that is systematic, sequential, and cumulative and follows a logical plan of presenting the alphabetic principle that targets the specific needs of the student without presuming prior skills or knowledge of the student;
- Individualized instruction to meet the specific needs of the student in a setting that uses intensive, highly concentrated instruction methods and materials that maximize student engagement;
- Meaning-based instruction directed at purposeful reading and writing with an emphasis on comprehension and composition;
- Instruction that incorporates the simultaneous use of two or more sensory pathways during teacher presentations and student practice; and
- Other instructional approaches as determined appropriate by the RTI Team, Grade Level Team, and/or classroom teacher.
- Programs may include: Headsprout, Waterford, Read Naturally, 95% Group Intervention kit, Heggerty Phonemic Awareness
District Level Data:
The number of students who participated in a Dyslexia Intervention during the 2018-19 school year is N/A.
The total number of students diagnosed with dyslexia during the 2018-19 school year is N/A.
*2019-20 will be the first year that schools will be required to collect data on Dyslexia.
** Due to FERPA regulations, all data not reaching the “10” threshold will be reported as N/A.
Dyslexia Parent Resources
IDOE Dyslexia Parent Resources
Characteristics of dyslexia, recommended instructional approaches, accommodations, etc.
Grade level appropriate literacy skills, general information on how parents can help at home
IDA Dyslexia Handbook: What Every Family Should Know
Definition and characteristics of dyslexia, valid assessments, effective teaching approaches, etc.
Additional Parent/Guardian Resource Links
