Dyslexia Resource Information

The Alabama State Department of Education (2015) defines dyslexia as a “learning challenge that is neurological in origin and 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 delivery of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.”

The Alabama State Board of Education Dyslexia Resolution was unanimously adopted on April 8, 2015. The Dyslexia Resolution defined dyslexia, recognized the significant educational implications that may result for students with dyslexia, called for the creation of a Dyslexia Advisory Council, and called for the revision of the Alabama Administrative Code to acknowledge and address dyslexia and subsequent services needed to ensure the success of students with dyslexia. The Dyslexia Amendments to the Alabama Administrative Code were adopted by the State Board of Education on October 8, 2015, and are included in the Resources portion of this guide. Implementation of these amendments within a tiered instructional framework should result in improved educational outcomes for all students.

Per the Alabama Literacy Act, students in grades K-3 will be given a universal screener that has been recommended by the Alabama Literacy Task Force. SCCS currently uses the screener iReady.  The results of universal screenings are used to determine if a Student Reading Intervention Plan (SRIP) is needed. After strategic interventions designed to target areas of deficit and thorough progress monitoring, a student may require additional assessment and screening for characteristics of dyslexia. Upper elementary students are also given a universal screener to determine specific instructional needs and the possible need for additional dyslexia screening.  Accommodations and interventions will be monitored and communicated to parents through the campus Problem Solving Team (PST).