In the state of Texas, students who continue to struggle with reading, despite appropriate or intensified instruction, are provided organized systems of reading support. Some students struggle during early reading acquisition while others do not struggle until the later grades, even at the postsecondary level. Here they face more complex language demands, for example reading textbooks, academic texts, and other print materials. For many struggling readers, the difficulty may be due to dyslexia. Dyslexia is found in all student populations and languages.
Texas Education Code (TEC) §38.003 defines dyslexia and related disorders in the following way: “Dyslexia” means a disorder of constitutional origin manifested by a difficulty in learning to read, write, or spell, despite conventional instruction, adequate intelligence, and sociocultural opportunity.
The CISD Dyslexia Program provides assessment and intensive, small group intervention for students identified with dyslexia by using a multisensory approach to teaching reading that combines visual, auditory, and kinesthetic instruction. It is based on the alphabet symbol system, teaches the science of the written language, and addresses reading, handwriting, and spelling.
Students who meet the criteria for dyslexia are typically served on their home campus five days a week by teachers specifically trained in dyslexia and Multisensory Teaching Approach (M.T.A), the research-based program that Celina ISD uses for the remediation of dyslexia and other reading disabilities.
The guidelines and procedures adopted by Celina ISD correlate to the identification and instruction of students with dyslexia and related disorders adopted by the State Board of Education and presented in The Dyslexia Handbook: Procedures Concerning Dyslexia and Related Disorders.