Mission Statement: The Jourdanton ISD Dyslexia Program Department is committed to providing researched-based individualized reading intervention, in order to promote grade level performance amongst all students, therefore impacting student achievement in all academic areas.
Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties usually 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. (Adopted by the International Dyslexia Association Board of Directors, November 12, 2002).
Characteristics of Dyslexia:
The following difficulties may be associated with Dyslexia if they are unexpected for the individual’s age, educational level, or cognitive abilities:
- difficulty with the development of phonological awareness and phonological processing skills (processing the sounds of speech), including segmenting or breaking spoken words into individual sounds
- difficulty accurately decoding nonsense or unfamiliar words
- difficulty reading single words in isolation
- inaccurate and labored oral reading
- lack of reading fluency
- variable degrees of difficulty with reading comprehension
- variable degrees of difficulty learning the names of letters and their associated sounds
- difficulty with learning to spell
- difficulty in word finding and rapid naming
- variable difficulty with aspects of written composition
- difficulty with learning and reproducing the alphabet in correct sequence (in either oral or written form)
- family history of similar problems