The Coppell ISD Dyslexia Program uses a structured, sequential, explicit approach to teaching reading, spelling, and writing skills as an intervention for learners identified with dyslexia. Additional components to the program support comprehension and fluency. As this is a remedial program, the grading for this rigorous course reflects the learner's commitment to engagement, motivation, and attendance, not mastery of content.
Components of Instruction:
- Phonemic Awareness - detect, segment, blend, and manipulate sounds in spoken language;
- Graphophonemic Knowledge - phonics instruction, sound association that emphasizes the relationship of letters and sounds;
- Language Structure - study of meaningful units of language (prefixes, suffixes, roots); semantics (meanings); syntax (sentence structure); pragmatics (how to use language in a particular context);
- Process oriented instruction - decoding, encoding, word recognition, fluency and comprehension
Dyslexia is a lifelong condition. With proper help, many people with dyslexia can learn to read and write well. Early identification and treatment is the key to helping individuals with dyslexia achieve in school and in life. Most people with dyslexia need help from a teacher, tutor, or therapist specially trained in using a multisensory, structured language approach. It is important for these individuals to be taught by a systematic and explicit method that involves several senses (hearing, seeing, touching) at the same time. Students wiili dyslexia often need a great deal of structured practice and immediate, corrective feedback to develop automatic word recognition skills. The International Dyslexia Association
Senate Bill 2075
Requires districts to notify the parent/guardian of each student determined to have dyslexia (following a screening) or determined to be at risk for dyslexia or other reading difficulties (based on reading instrument results) of the Texas State Library and Archives Commission's audiobook program for students with reading disabilities."