The current definition from 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 ofvocabulary and background knowledge.

    ˃The primary difficulties of a student identified as having dyslexia occur in:

    ·        phonemicawareness and manipulation

    ·        single-worddecoding

    ·        readingfluency

    ·         spelling

    ˃Secondary consequences of dyslexia may include:

    ·        Difficulties in Reading Comprehension

    ·        Written Expression

    **These difficulties are unexpected for:

    ·        the student’s age

    ·        educational level

    ·        cognitive abilities

    The appropriate time to do formal dyslexia testing depends upon multiple factors including, but earlier the better. 

    ·        the student’s reading performance

    ·        reading difficulties

    ·        poor response to supplemental,scientifically based reading instruction/intervention

    ·        teacher’s input

    ·        parent’s input

    Primary Characteristics of Dyslexia:

    ·        Difficulty reading real words in isolation

    ·        Difficulty accurately decoding nonsense words

    ·        Slow, inaccurate, or labored oral reading (lack of reading fluency)

    ·        Difficulty with learning to spell 


    Secondary Characteristics of Dyslexia:

    ·        Variable difficulty with aspects of reading comprehension

    ·        Variable difficulty with aspects of written composition

    ·        A limited amount of time spentin reading activities


    **Many of the characteristics associated with dyslexia are also found in children with other specific learning disabilities or with speech/spoken language disorders. Some of the characteristics may also be present in some young children in the course of normal development. While the focus is early intervention, a student must be allowed the opportunity to develop both academically and cognitively.

    Ponder ISD has chosen the MTA - Multisensory Teaching Approach  curriculum for their district dyslexia program. 
    This program meets and exceeds all standards for a district dyslexia program set forth by the Texas Board of Education.
    Ponder ISD has been offering a quality dyslexia program since 1997.