Dyslexia
The McKinney ISD Dyslexia program provides assessment and intensive interventions to those students identified as being dyslexic. The areas of intervention include: phonological awareness, sound-symbol association, syllabication, orthography, morphology, syntax, reading comprehension, and reading fluency. Intervention for students with dyslexia is multisensory, systematic and cumulative, explicit, diagnostic, synthetic and analytical. Students who meet the MISD criteria for services are served on their home campus by teachers specifically trained in Dyslexia.
If you suspect that your child may need to be evaluated for dyslexia, please contact your campus administrator regarding your concerns. They will be able to assist you with this process.
All kindergarten and first grade students are screened for being at risk for dyslexia. All parents are given written notification after the screening to share the results of the screening process.
The International Dyslexia Association (IDA) defines dyslexia in the following way:
“Dyslexia is a specific learning disability characterized by difficulties in word reading and/or spelling that involve accuracy, speed, or both and vary depending on the orthography. These difficulties occur along a continuum of severity and persist even with instruction that is effective for the individual’s peers. The causes of dyslexia are complex and involve combinations of genetic, neurobiological, and environmental influences that interact throughout development. Underlying difficulties with phonological and morphological processing are common but not universal, and early oral language weaknesses often foreshadow literacy challenges. Secondary consequences include reading comprehension problems and reduced reading and writing experience that can impede growth in language, knowledge, written expression, and overall academic achievement. Psychological well-being and employment opportunities also may be affected. Although identification and targeted instruction are important at any age, language and literacy support before and during the early years of education is particularly effective.”