Dyslexia Identification

  • Identification of Dyslexia in Wylie ISD follows the procedures outlined under TAC §74.28. All decisions regarding the identification for dyslexia are made by a committee of knowledgeable persons. This committee is comprised of such individuals as: the classroom teacher, a dyslexia specialist, a counselor or other administrator, the parent, the school nurse, etc.

    Parents are provided Procedural Safeguards during the assessment process through Section 504.

    Once the Dyslexia Assessment is completed, the data is presented to both the parent and the RTI (Response to Intervention) team or 504 Committee and academic decisions are made to most appropriately meet the needs of the student.

    Should the student be found to have dyslexia, an Individual Intervention Plan is developed which includes the consideration of 504 accommodations and Dyslexia Program placement. The 504 plan is reviewed and updated annually and at any appropriate time. All accommodations listed on the Intervention Plan must be implemented routinely by the classroom teacher.

    Dyslexia Assessment Components

    NOTE: Individual testing follows this general list; however, since dyslexia is manifested in various forms and levels of severity, it may be necessary to revise this list of tests as the Dyslexia Therapist deems appropriate. At no time, however, will the integrity of the specific tests used be compromised. All test administrations used will comply with the instructions of the test manual as well as the identification components outlined in the TEA Dyslexia Procedures Handbook.

    Strengths & Weaknesses:
    Teacher Observation Record
    Parent Questionnaire
    Alphabet and Sequencing:
    Oral and written alphabet
    Days-Months sequence / Handedness
    Woodcock Reading Mastery Test III (WRMT III): Letter ID
    Phonological Awareness Test – Letters/Sounds subtest
    Rapid Automatic Naming of letters and objects:
    Subtests from Comprehensive Test of Phonological Processing (CTOPP-2)
    Tests the student’s ability to rapidly recall the names of objects and letter forms
    Phonological Awareness Assessment using one of the following instruments:
    Phonological Awareness Test (PAT)
    Comprehensive Test of Phonological Processing (CTOPP-2)
    Word Recognition:
    Woodcock Reading Mastery Test III (WRMT III): Word Identification
    Test of Word Reading Efficiency (TOWRE-2): Sight Words List
    Word Attack (Decoding):
    Woodcock Reading Mastery Test III (WRMT III): Word Attack
    Test of Word Reading Efficiency (TOWRE): Phonetic Decoding List
    Reading Comprehension:
    Woodcock Reading Mastery Test III (WRMT III): Passage Comprehension
    Gray Oral Reading Test (GORT 5): Comprehension
    Accuracy & Fluency:
    Gray Oral Reading Test (GORT 5): Accuracy & Fluency
    Spelling:
    Test of Written Spelling 4 (TWS-5)