DEFINITION OF DYSLEXIA

Kansas has adopted the International Dyslexia Association’s definition of dyslexia.

Dyslexia is “a specific learning disability that is neurobiological in origin. It is 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 provision 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.” (International Dyslexia Association, 2002)

Some or all of the following characteristics may be present in individuals with Dyslexia.

• Difficulty learning to read, write, spell and do arithmetic
  
  
• Difficulty following oral and written instructions
  
  
• Handwriting challenges
  
  
• Focus struggles- remaining on task
  
  
• Delayed spoken language
  
  
• Confusion about directions in time, space, left-right, up and down, yesterday and tomorrow
  
  
• High level of frustration
  
  
• Difficulty in retaining information
  
  
• Test-taking anxiety
  
  
• Increased or reduced energy level
  
  
• Immaturity

Universal screeners are a type of assessment designed to be brief while measuring skills that are highly predictive of later outcomes. In reading, students in Blue Valley are administered universal screening measures as a part of our comprehensive literacy instruction. 

• Kindergarten through 5th grade students are screened 3 times per year
  
  
• Students in grades 6-12 are screened if achievement assessments indicate the student able to comprehend text at grade level. 
  
  
  

Universal screening data allows for earlier identification of and intervention for students who may be at risk of difficulties in reading, including dyslexia.

The Blue Valley School District is committed to ongoing teacher professional learning in literacy, particularly the science of reading, structured literacy instruction and dyslexia.  In addition to professional learning in these areas, our teachers participate in additional learning experiences in specific literacy resources as well as structured literacy aligned approaches to instruction.