Evaluation and Identification

The evaluation and identification process for dyslexia aligns with the process for determining a Specific Learning Disability (SLD) under the IDEA. 

Students must be assessed for dyslexia and related disorders “at appropriate times” (TEC §38.003(a)). The appropriate time depends upon multiple factors including the student’s reading performance, reading difficulties, poor response to supplemental, scientifically based reading instruction, teacher input, and input from parents/guardians. 

Schools must recommend an evaluation if the student demonstrates the following:

• Poor performance in one or more areas of reading and spelling that is unexpected for the student’s age/grade;
• Characteristics and risk factors of dyslexia as indicated in Chapter I: Definitions & Characteristics of Dyslexia (The Dyslexia Handbook, 2024 Update).

Questions to Determine the Identification of Dyslexia

1. Does the data show the following characteristics of dyslexia?
   1. Difficulty with accurate and/or fluent word reading
   2. Poor spelling skills
   3. Poor decoding skills
2. Do these difficulties (typically) result from a deficit in the phonological component of language?
3. Are these difficulties unexpected for the student’s age in comparison to the student’s other cognitive abilities and while appropriate classroom instruction was being provided?

A formal evaluation for dyslexia or related disorders includes both formal and informal data. All data will be used to determine whether the student demonstrates a pattern of evidence of dyslexia.  When a formal evaluation is recommended, the district will follow the evaluation process as outlined in the IDEA. 

Factors Considered When Determining the Need for Dyslexia Services

• The student has received conventional (appropriate) reading instruction;
• The student has experienced an unexpected lack of appropriate progress in the areas of reading and written spelling;
• The student exhibits characteristics associated with dyslexia (see the primary characteristics and review the student’s underlying cognitive processes associated with dyslexia as explained in (The Dyslexia Handbook, 2024 Update); AND
• The student’s lack of progress was not due to sociocultural factors such as language differences, irregular attendance, or lack of experiential background.