Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and 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 provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary and background knowledge.

With the appropriate help and interventions, individuals that display learning characteristics related to dyslexia can achieve literacy success. Early diagnosis and targeted academic interventions can assist students with reading ability.

TCSC provides a universal screener for characteristics related to dyslexia each year to all students in kindergarten, first grade, and second grade (and any student recommended by a teacher). Once the school district determines which students are at risk for dyslexia, parents may speak with a licensed medical professional to formally diagnose their child. Because dyslexia is neurobiological and genetic in origin, it is not something that can be cured. Instead, targeted interventions, supports, and accommodations can be made to provide students at risk or diagnosed with dyslexia the help they need to read and operate at grade level. 

Students who receive interventions that target learning characteristics related to dyslexia specifically have access to services that:

• Are systematic, sequential, and cumulative and does not assume prior skills or knowledge;
• Are research-based; and
• Include the components of the science of reading:
  • Phonemic awareness;
  • Graphophonemic knowledge;
  • Structure of the English language;
  • Linguistic instruction directed towards proficiency and fluency; and
  • Strategies for decoding, encoding, word recognition, fluency, and comprehension

Additional interventions may include:

• Individualized instruction to meet specific needs of the student in a setting that uses intensive, highly-concentrated instruction methods and materials to maximize student engagement;
• Meaning-based instruction directed at purposeful reading and writing with an emphasis on comprehension and composition; or
• Instruction that incorporates the simultaneous use of two or more sensory pathways during teacher presentations and student practice.

Families may choose to have their child formally diagnosed for dyslexia, but any student determined to be at risk for dyslexia will be provided with the appropriate support or interventions for them. Families may also review the resources provided by the Indiana Department of Education to better understand the disability and what supports are available for families. (English - Spanish)

In accordance with IC 20-35.5, each school corporation must report the following dyslexia related information on their public website by July 15 each year.

• Curriculum Associates’ “i-Ready” diagnostic was used for our Universal Screener
• M.A. Rooney Foundation diagnostic was used for our Level 1 Dyslexia Screener
• 310 students received the Universal Screener
• 8 students were administered the Level 1 Dyslexia Screener after it was determined they were “at risk” or “at some risk” for dyslexia.