Dyslexia Screening Process
What is Dyslexia?
“Dyslexia is a specific learning disability that is neurological in origin and is characterized by difficulties with accurate and 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)
The Process
When students struggle in areas characteristic of dyslexia (i.e., phonological awareness, phonemic awareness, alphabet knowledge, sound/symbol recognition, decoding skills, encoding skills, rapid naming), the following steps take place:
• Observation/checklist forms will be provided to parent(s) and teacher(s)
• Administration of an early literacy skills (diagnostic) measure
• Results gathered and reviewed with parent(s) to inform instruction and intervention needs.
Parents will receive written notification of the screening results, including a summary of next steps. Students requiring intervention do not necessarily have dyslexia, but could benefit from the type of instructional support offered through dyslexia-specific interventions. Recommendations for accommodations and interventions will be developed, monitored, and communicated with you through our school’s problem-solving teams.
Screening Process
The universal screening process plays an important role in fulfilling the requirements of Tennessee’s dyslexia legislation (Public Chapter 1058 of the Acts of 2016). This law requires districts to implement a screening process for identifying characteristics of dyslexia. These screenings are part of the RTI2, Response to Instruction and Intervention, which is a tiered instruction program for all students. This multitier approach allows us to efficiently address the educational needs of students who may require additional support and/or other types of instruction.
Get Started
CMCSS is committed to providing exceptional training to its faculty on the characteristics of dyslexia and practical strategies for instructional support of these learners. Teams exist in every building to assist with requests for dyslexia screenings.
• Contact your building-level principal and request a screening for dyslexia.
• Complete the Dyslexia Checklist for Parents provided by the school and return to the school.
Resources
Below are External Links
CMCSS Parent Academic Resources Hub
“Say Dyslexia” Bill (Public Chapter 1058 of the Acts of 2016)