Parents FAQ
1. What is dyslexia?
An individual with dyslexia usually has several, not just one or two, of the characteristics listed below. These characteristics usually persist over time and interfere with the learning process. If your child is having difficulties learning to read and you have noted several of these characteristics in your child, he or she may need to be professionally evaluated for dyslexia and/or a related disorder.
Difficulty with oral language
- Late in learning to talk
- Difficulty in pronouncing words
- Difficulty acquiring vocabulary or using age-appropriate grammar
- Difficulty following directions
- Confusion with before/after, right/left, etc.
- Difficulty learning the alphabet, nursery rhymes, or songs
- Difficulty understanding concepts and relationships
- Difficulty with word retrieval or naming problems
Difficulty with reading
- Difficulty learning to read
- Difficulty identifying or generating rhyming words or counting syllables in words (Phonological Awareness)
- Difficulty with hearing and manipulating sounds in words (Phonemic Awareness)
- Difficulty distinguishing different sounds in words (Auditory Discrimination)
- Difficulty in learning the sounds of letters
- Difficulty remembering names and/or the order of letters when reading
- Misreading or omitting common little words
- “Stumbling” through or guessing at longer words
- Poor reading comprehension during oral or silent reading
- Slow, laborious oral reading
Difficulty with written language
- Trouble putting ideas on paper
- Many spelling mistakes
- Doing well on weekly spelling tests, but continuing to have many spelling mistakes in daily work
- Difficulty in proofreading
Here is a formal definition from Federal Law: First Step Act of 2018.
195th Congress passed Public Law 115-391
DYSLEXIA – the term “dyslexia” means an unexpected difficulty in reading for an individual who has the intelligence to be a much better reader, most commonly caused by a difficulty with the phonological processing (the appreciation of the individual sounds of the spoken language), which affects the ability of an individual to speak, read, and spell.
Source: Overcoming Dyslexia: second edition, 2020. Shaywitz, Sally and Jonathan,
pp Appendix p525
2. How do I determine if my child is dyslexic or has any learning difficulties?
When a child is struggling to read, someone will probably suggest that he or she be tested for dyslexia. It is important that a full and complete evaluation of your child be done, not just a screening. If your child is in public school, you can request that the school district evaluate your child. The request for testing must be made in writing and submitted to the administration at your child’s school. If your child is in a private school, you have the right to request testing from the school district that your child is zoned to attend.
Evaluation is a more accurate word to describe the process of determining if someone has dyslexia. The word evaluation encompasses identification, screening, testing, diagnosis, and all the other information gathering involved when the student, his or her family, and a team of professionals work together to determine why the student is having difficulty and what can be done to help.
For more individual information, contact the Neuhaus Family Support Coordinators (NeuhausFSO@neuhaus.org) or call (713) 664-7676.
3. What are some clues that my child may have a learning disorder other than dyslexia?
A full and complete evaluation is important to determine any or all of the challenges your child may be experiencing with the learning process. See FAQ # 4 about evaluations.
Dyslexia is one type of learning disability. Some students may also have other difficulties in addition to dyslexia that interfere with the learning process. Other difficulties may include the following:
Dyscalculia – a mathematical disability in which a person has unusual difficulty solving arithmetic problems and grasping math concepts. Symptoms may include:
- Difficulty counting accurately
- Number reversals (sometimes)
- Difficulty memorizing math facts
- Difficulty copying math problems and organizing written work
- Many calculation errors
- Difficulty retaining math vocabulary and/or concepts
Dysgraphia – a condition of impaired handwriting which can interfere with learning to spell words when writing and in speed of writing text. Children with dysgraphia may exhibit the following struggles:
- Uncertainty about right or left-handedness
- Poor or slow handwriting
- Messy and unorganized papers
- Difficulty copying
- Poor fine motor skills
- Spelling inaccuracy
- Grammar and punctuation inaccuracy
- Lack of clarity or organization of written expression
Attention-Deficit/Hyperactivity Disorder (AD/HD) can and do impact learning but it is not a learning disability. An individual can have more than one learning or behavioral disability. In various studies, as many as 50% of those diagnosed with a learning or reading disability have also been diagnosed with AD/HD. Although disabilities may co-occur, one is not the cause of the other. Symptoms include:
- Inattention
- Inconsistent attention, based on interest level
- Distractibility
- Impulsiveness
- Over-activity
- Loses papers
- Poor sense of time
- Forgets homework
- Messy desk
- Overwhelmed by too much input
- Works slowly
- Things are “out of sight, out of mind”
Other difficulties: Some other factors to be aware of that may signal that your child is struggling with the learning process include:
- Difficulty naming colors, objects, and letters (rapid naming)
- Memory problems
- Needs to see or hear concepts many times in order to learn them
- Distracted by visual stimuli
- Downward trend in achievement test scores or school performance
- Inconsistent schoolwork
- Teacher and/or parents say, “If only she would try harder,” or “He’s lazy.”
- Relatives may have similar problems
Full and complete psycho-educational testing is important in order to determine all of the challenges your child may be experiencing with the learning process. We also encourage you to read Dyslexia Assessment: What Is It and How Can It Help?
For more individual information, email the Neuhaus Family Support Coordinators or call (713) 664-7676.
4. Why is evaluation important?
An evaluation is the process of gathering information to identify the factors contributing to a student’s difficulty with learning to read and spell. First, information is gathered from parents and teachers to understand development and the educational opportunities that have been provided. Then, tests are given to identify strengths and weaknesses that lead to a diagnosis and a tentative road map for intervention. Conclusions and recommendations are developed and reported.
When a student is having difficulties with reading and spelling, an evaluation is important for three reasons:
- Diagnosis: An effective evaluation identifies the likely source of the problem. It rules out other common causes of reading difficulties and determines if the student profile of strengths and weaknesses fit the definition of dyslexia.
- Intervention planning: An effective evaluation develops a focused remedial program. Students who have a specific learning disability in reading (dyslexia) need a specialized approach to reading instruction to make progress. It is crucial that this specialized instruction begin at the student’s current level of reading skill development, rather than at the student’s grade level. An effective evaluation helps parents and teachers see which specific skills are weak and where reading and spelling instruction should begin.
- Documentation: An effective evaluation documents the history of a student’s learning disability. One purpose of this documentation is to determine eligibility for special services, including special education. Documentation is important for obtaining necessary accommodations in elementary and secondary school for class work, exams and standardized testing. It may also lead to qualifying for accommodations on college entrance exams (ACT, SAT), for college course work, and beyond.
If your child is in public school, you can request that the school district evaluate your child. The request for testing must be made in writing and submitted to the administration at your child’s school. The school has 15 school days to respond to a written parental request for an evaluation notifying whether they will consent to evaluate or if your request is denied. If your request is denied, they must state in writing. If your child is in a private school, you have the right to request testing from the school district that your child is zoned to attend.
You have the right to pursue private testing; however, keep in mind that if your child attends public school, they are required to consider your outside testing, but they are not required to accept the testing and provide services based on the private testing results.
Houston-area parents, email the Neuhaus Family Support Office or call us at (713) 664-7676 for referrals to professionals that we have vetted and recommend for evaluating struggling students.
If you are a parent outside of the Houston area, please contact your local branch of the International Dyslexia Association (IDA) for local referrals.
We also encourage you to read Dyslexia Assessment: What Is It and How Can It Help?
5. Where can I go to get my child tested?
If your child is in public school, you can request that the school district evaluate your child. The request for testing must be made in writing and submitted to the administration at your child’s school. The school has 15 school days to respond to a written parental request for an evaluation notifying whether they will consent to evaluate or if your request is denied. If your request is denied, they must state in writing. If your child is in a private school, you have the right to request testing from the school district that your child is zoned to attend. For more information, refer to the Texas Dyslexia Handbook, 2021 Update (Ch. 3, p. 21).
How about Private testing?
For a full and complete evaluation outside the school system, you can contact an educational diagnostician or psychologist who specializes in educational testing for a “full educational battery” of tests to discover your child’s strengths as well as his/her weaknesses. You have the right to pursue private testing; however, keep in mind that if your child attends public school, they are required to consider your outside testing, but they are not required to accept the testing and provide services based on the private testing results.
Houston-area parents, email the Neuhaus Family Support Office or call us at (713) 664-7676 for referrals to professionals that we have vetted and recommend for evaluating struggling students.
If you are a parent outside of the Houston area, please contact your local branch of the International Dyslexia Association (IDA) for local referrals.
6. My child was just diagnosed with dyslexia, and I am feeling overwhelmed. What is the next step?
Start by learning all you can about dyslexia and appropriate reading instruction.
- Download the booklet You Can Help Your Child that we have put together for parents.
- Register to attend a Monthly Information Presentation. We offer this free session twice a month as a webinar. This two-hour session is designed specifically to help parents navigate the process and make a plan to help their child.
- Read more about dyslexia and related disorders from the International Dyslexia Association (IDA), including the following fact sheets: Dyslexia Assessment, Dyslexia Basics, and Spelling.
- Parents of students who attend public schools in Texas need to know about the Texas Dyslexia Law. Here is the link to the Texas Dyslexia Handbook, 2021 Update. It will make clear how public schools evaluate students with dyslexia and what the appropriate services look like. The Monthly Information Presentation covers key information from the Handbook.
- Refer to our list of reliable online resources in English or in Spanish. Not all the information on the internet is accurate nor science-based. These are just a few of the reliable online resources that Neuhaus Education Center recommends.
We Can Help! Contact our Family Support Office to speak with one of our Family Support Coordinators who can help answer your questions and provide appropriate referrals. You may also call (713) 664-7676
7. How can I help my child be successful?
First, seek an evaluation from a qualified professional either from your public school or a private evaluator.
Most children can improve their literacy skills with the help of a specialized, trained instructor. The instructor should present a multisensory, structured literacy program, which is systematic, cumulative, deliberate and diagnostic. A structured literacy program will teach phonology (sound system of language), sound-symbol recognition, syllables, morphology, syntax, semantics, and how they work together to achieve effective literacy skills. Your child may qualify to receive dyslexia instruction at their public school or may work privately with a trained dyslexia therapist.
As a parent, you can read to your child to help them develop listening skills and an appreciation for books. The exposure to text will grow their vocabulary, build their world knowledge, and enhance their comprehension skills. This can take the form of you reading to your child, or shared reading with your child. You can also take advantage of recorded audiobooks like those from Learning Ally. For middle school and high school students Neuhaus Academy provides resources. For more individual information, contact the Neuhaus Family Support Coordinators or call us at (713) 664-7676
8. Which reading instruction is most effective for students with dyslexia?
A reading program that is evidence-based, multisensory, and provides structured literacy instruction. The program must be intentional, systematic and cumulative in its delivery. The components of instruction include:
- Phonology: the speech and sound system of language
- Sound-symbol association: The relationship between letter names and the sounds made by them
- Syllable instruction: recognizing syllable types and applying syllable division rules to break up longer multisyllabic words
- Morphology: the meaningful part of words
- Syntax: the form and structure of sentences
- Semantics: words meanings and word relationship
Read additional resources about dyslexia and related disorders from the International Dyslexia Association (IDA), including the following fact sheets: Assessment of Dyslexia, Effective Reading Instruction, and Structured Literacy. We also recommend the Texas Dyslexia Handbook, 2021 Update, Ch 4, p. 39 for you to reference. For more individual information, contact the Neuhaus Family Support Coordinators or call us at (713) 664-7676.
9. Do Neuhaus Dyslexia Therapists teach a Structured Literacy curriculum?
The Neuhaus Basic Language Skills course uses an intensive, therapeutic curriculum that meets the guidelines of the Texas Dyslexia Law and is effective for students with dyslexia and other related disorders. This evidence-based curriculum shares similar philosophies and characteristics with other Orton-Gillingham-based curricula and provides structured literacy instruction in phonemic awareness, letter recognition, decoding, spelling, fluency, comprehension, handwriting, vocabulary, and oral and written expression. It is designed to be taught by a dyslexia therapist as a 50-60 minute session four or five times a week.
Read the Structured Literacy Fact Sheet from the International Dyslexia Association (IDA). For more individual information, contact the Neuhaus Family Support Coordinators or call us at (713) 664-7676
10. How do I know if the Basic Language Skills (BLS) curriculum is appropriate for my child?
After your child has been tested for learning difficulties by a professional, the evaluator will include recommendations in his/her report. Basic Language Skills (BLS) would be appropriate if the recommendations included such things as:
- a multisensory presentation involving the visual, auditory and tactile/kinesthetic modalities;
- a highly structured and systematic approach with consistent review of previously presented concepts;
- explicit training in developing skills related to phonological processing (rhyming, segmenting and blending);
- explicit teaching of sound/symbol correspondences and the rules that govern the structure of language;
- it is important that the therapist/teacher have the appropriate training to implement one of the multisensory structured language programs.
BLS would be appropriate because it integrates all the above with structured, sequential instruction in decoding, handwriting, spelling, fluency, reading comprehension, written expression, and vocabulary. For more individual information, contact the Neuhaus Family Support Coordinators or call us at (713) 664-7676
11. What is a Certified Academic Language Therapist (CALT)?
A CALT is a person that has graduated from Level 2 of Neuhaus Education Center’s Literacy Certification Pathways or another accredited, multisensory reading intervention program and has passed the national registration examination to qualify for certification by the Alliance for Accreditation and Certification. As of December, 2012, CALTs may apply for licensure by the state of Texas. Licensure will be granted to those individuals who are CALTs with a Master’s degree.
Read the Helpful Terminology Fact Sheet from the International Dyslexia Association (IDA).
12. What does it mean to be “Neuhaus-trained”?
The phrase Neuhaus-trained refers to individuals who have either completed or are actively enrolled in Neuhaus Education Center’s Specialist Preparation Program (SPP). After completing their training, these individuals work with students either in a private practice setting or with students in the school setting while some do both. The preparation program’s training qualifies an individual to teach the Basic Language Skills, Developing Metacognitive Skills and other curriculum. These participants learn the nature of literacy acquisition, the facets of the domains of language, the characteristics of dyslexia, diagnostic teaching practices, and the structure and patterns of English for reading and spelling. Graduates employ these strategies for developing oral language and comprehension. Participants have extensive coursework and supervised practica leading to a certification for teachers and therapists working with dyslexia and other related disorders. The Neuhaus Education Center training program is accredited by the International Multisensory Structured Language Education Council (IMSLEC) and the International Dyslexia Association (IDA).
The Neuhaus Family Support Coordinators only make referrals to individuals who are currently enrolled in, or have already completed, the Neuhaus Specialist Preparation Program or a similar training program.
Neuhaus Education Center offers a variety of classes for educators or parents who want to develop or improve their skills in teaching reading, writing, and spelling. Some individuals take one 3-hour class and others complete many classes but are not enrolled in the SPP. While they have gained knowledge about certain aspects of Neuhaus curricula, they are not qualified to teach the Basic Language Skills curriculum and are not on our referral list. For more individual information, contact the Neuhaus Family Support Coordinators or call us at (713) 664-7676
13. I suspect my child is struggling with attention and concentration issues. How can I determine if these struggles are impacting my child’s learning?
Attention-Deficit/Hyperactivity Disorder (AD/HD) is one of the most common developmental problems, affecting 3–5% of the school population. It is characterized by inattention, distractibility, hyperactivity and/or impulsivity. It is estimated that 30% of those with dyslexia have coexisting AD/HD. Coexisting means the two conditions, AD/HD and dyslexia, can occur together, but they do not cause each other. An evaluation for AD/HD is carried out by a medical doctor or a psychologist. It is helpful to have your child evaluated by a professional who can assess multiple areas to determine the causes of their struggles rather than having been looked at by multiple people. This evaluation should include the following:
- complete medical and family history;
- physical examination;
- interviews with parents and child;
- behavior rating scales completed by parents and teachers;
- observation of the child;
- tests to measure intellectual potential, social and emotional adjustment, as well as to assess for the presence of learning disabilities, such as dyslexia.
Read the AD/HD Fact Sheet from the International Dyslexia Association (IDA). For more individual information, contact the Neuhaus Family Support Coordinators or call us at (713) 664-7676
14. What are the laws regarding students with dyslexia?
There are federal and state laws that guide the identification and services available for students with dyslexia. The Family Support Office at Neuhaus hosts free, virtual Monthly Information Presentations twice each month. In the program, we discuss learning and reading challenges, especially dyslexia, multisensory, structured literacy instruction, and the Texas dyslexia legislation including information on resources available at Neuhaus and in the community. Parents, educators, and other professionals can benefit from this presentation.
Under Texas state law, all kindergarten and first grade students will be screened for risk of reading failure. Students identified as “at risk” will be monitored and evaluated for dyslexia if they meet certain criteria. For more information, see the Texas Dyslexia Handbook, 2021 Update (Ch. 2, p.7).
Special Education (IDEA)
Since the 1970s, Special Education laws (IDEA) have recognized dyslexia as a Specific Learning Disability (SLD). Since that time, identification of dyslexia and effective reading intervention for dyslexia have improved greatly as a result of hundreds of research studies. In Texas and most other states, those studies have resulted in implementation of state laws and policies that specifically address identification and intervention for dyslexic students.
In Texas, with the Texas Dyslexia Handbook, 2021 update, which went into effect on February 10th, 2022, anytime a school suspects that the student has dyslexia or a related disorder and may need dyslexia intervention services, the school must seek parental consent for a Full Individual Initial Evaluation (FIIE) under IDEA. Dyslexia intervention can be a part of a student’s IEP under Special Education. Students can also receive services through Section 504 of the Rehabilitation Act of 1973 (see FAQ #15). The Texas Dyslexia Handbook, 2021 Update (Ch. 3, p. 21) will give you the information that schools should follow for dyslexia identification and remediation.
As of 2022, legislators in 48 of the United States recognize dyslexia as a reading disability that requires evaluation and intervention in the form of structured literacy delivered by a qualified instructor. The National Center for Improving Literacy website gives a summary of the legislation in each state.
Children with a learning disability who do not or no longer meet Special Education (IDEA) eligibility criteria may still be eligible for intervention and/or accommodations under Section 504 (See FAQ #15). A few examples of accommodations may include preferential seating in the classroom, extended time on tests, audiobooks, and peer note-takers. For more individual information, contact the Neuhaus Family Support Coordinators or call us at (713) 664-7676.
15. Section 504 – What does it mean?
Section 504 is a sub-section of the Rehabilitation Act of 1973 and part of the Americans with Disabilities Act Amendments Act of 2008. It is an unfunded law that simply states that “a person cannot be discriminated against for a disability that substantially affects a major life activity, such as walking, seeing, hearing, speaking, breathing, learning, reading, thinking, working, caring for oneself, and performing manual tasks.”
In Texas, with the Texas Dyslexia Handbook, 2021 update, which went into effect on February 10th, 2022, anytime a school suspects that the student has dyslexia or a related disorder and may need dyslexia intervention services, the school must seek parental consent for a Full Individual Initial Evaluation (FIIE) under IDEA. Dyslexia intervention can be a part of a student’s IEP under Special Education.
However, in Texas, there is also specific dyslexia legislation that may be implemented under Section 504. Children with a learning disability who do not meet Special Education (IDEA) eligibility criteria may still be eligible for intervention and/or accommodations under Section 504.
Note that nationally, outside of Texas, the Section 504 law addresses accommodations, not intervention. State laws will vary. For more individual information, contact the Neuhaus Family Support Coordinators or call us at (713) 664-7676.
16. What should I consider when choosing a school for my child with dyslexia?
Regardless of school choice, if your child is struggling to learn to read, s/he needs to be evaluated to get a clear picture of the struggle and the solution. Once you understand the problem, you can look for the best solution.
Public school responsibility
Since the 1970s, Special Education laws have recognized dyslexia as a Specific Learning Disability (SLD). Since that time, identification of dyslexia and effective reading intervention for dyslexia have improved greatly as a result of hundreds of research studies. In Texas and most other states, those studies have resulted in implementation of state laws and policies that specifically address identification and intervention for students with dyslexia.
In Texas, with the Texas Dyslexia Handbook, 2021 update, which went into effect on February 10th, 2022, anytime a school suspects that the student has dyslexia or a related disorder and may need dyslexia intervention services, the school must seek parental consent for a Full Individual Initial Evaluation (FIIE) under the IDEA. Dyslexia intervention can be a part of a student’s IEP under Special Education. Students can also receive services through Section 504 of the Rehabilitation Act of 1973 (see FAQ #15). The Texas Dyslexia Handbook, 2021 Update (Ch. 3, p. 21) will give you the information that schools should follow for dyslexia identification and remediation.
As of 2022, legislators in 48 of the United States recognize dyslexia as a reading disability that requires evaluation and intervention in the form of structured literacy delivered by a qualified instructor. The National Center for Improving Literacy website gives a summary of the legislation in each state.
Private school
While most private schools provide more individual attention for students by virtue of their size, private schools are not required to follow the guidelines of the Texas Dyslexia Handbook, 2021 Update or Special Education legislation. They may provide accommodations for students with learning differences but are not required to do so.
Some private schools are dedicated solely to educating students with learning differences. If you are looking for private schools in Houston, search Houston Private Schools.
If you are outside of Houston, this website lists its choices of the 50 top schools for students with learning disabilities. A nationwide selection, these are not the only good schools of this type, but they will give you an idea of common characteristics of good schools with programs for students with learning differences.
Homeschool
Homeschool parents of children with dyslexia need to understand dyslexia and how it affects how their children learn. We would suggest engaging a dyslexia therapist (or possibly study to become a dyslexia therapist yourself) to most effectively teach your dyslexic child literacy skills. A lot of time can be wasted on trial and error approaches.
As a homeschool parent, learn about effective reading curriculum for teaching students with dyslexia. Read the Structured Literacy Fact Sheet and Home Schooling Fact Sheet from the International Dyslexia Association (IDA). For more individual information, contact the Neuhaus Family Support Coordinators or call us at (713) 664-7676.
17. My child is in high school. Is it too late?
First, if s/he has not already been tested, do it now. According to the Texas Dyslexia Handbook, 2021 Update (p 23), “parents have the right to request a referral for a dyslexia evaluation at any time.”
A referral is not, however, a guarantee of an evaluation. Knowing and understanding the problem will guide the solution. The diagnosis of dyslexia can be like a prescription for glasses. It will help define the problem and lead to the intervention and /or accommodations that will facilitate learning.
If s/he does not meet the criteria for testing at school, contact us for recommendations for private educational evaluation.
An online option to improve reading, spelling, and vocabulary is Neuhaus Academy. It is a free resource for older students and adults that can be accessed online with adequate internet access. Students work at their own pace through a series of lessons, each of which is based on a multisyllabic word. Lesson parts include syllable division and pronunciation, meanings of word parts and roots, vocabulary building, and developing world knowledge. For more individual information, contact the Neuhaus Family Support Coordinators or call us at (713) 664-7676.
18. My child is going off to college soon. What are some resources to help him/her succeed?
- It is most important for students with learning disabilities to communicate with the disabilities/study skills office at the college or university to which s/he is applying. They will share information about how to qualify for appropriate accommodations or services.
- College Share sessions are designed to provide helpful information to college-bound high school students with learning differences, to their parents, and to professionals in the field of education. Speakers are invited to present such topics as choosing a college, legal rights, and alternatives to pursuing a bachelor’s degree. Click here to register for the next session.
- In early January of each year, we partner with the Houston Branch of the International Dyslexia Association (HBIDA) and The Briarwood School to host a College Panel for Students with Learning Differences. College students with learning differences and/or AD/HD share tips and strategies for success in college before an audience of college-bound high school students and their parents.
- Read about one dyslexic student’s strategies for college success in this free online booklet, Tips for College Success by Nigel the Fox, presented by Amir Bar.
- It is most important for students with learning disabilities to advocate for themselves in college. Elizabeth Hamblet ,LDT-C, M.S. Ed., M.A.T. hosts the LD Advisory website with good information for making the transition to college.
- Read about Transitioning from High School to College Fact Sheet from the International Dyslexia Association (IDA).
For more individual information, contact the Neuhaus Family Support Coordinators or call us at (713) 664-7676.
19. I am an adult, and I may have dyslexia. How can I get help to improve my reading and spelling?
Classes for Adult Learners at Neuhaus
Consider enrolling in the Margaret H Ley Adult Literacy Program at Neuhaus. This program targets the dyslexic adult population, ages 18+. It is unique in that it is the only adult literacy program in the greater Houston area that offers instruction designed specifically for adult students with learning differences. Classes meet twice per week in the evenings during fall and spring semesters. All classes are currently held virtually via Zoom. Through a screening process, students are placed in classes according to reading level. The program can accommodate a range of reading levels from a total non-reader to that of a college graduate who wants to improve spelling and written expression.
Email AdultLiteracy@Neuhaus.org or call us at (713) 664-7676. You can also find the program FAQs here. An online option to improve reading, spelling, and vocabulary is Neuhaus Academy. It is a free resource for older students and adults that can be accessed online with adequate internet access. Students work at their own pace through a series of lessons, each of which is based on a multisyllabic word. Lesson parts include syllable division and pronunciation, meanings of word parts and roots, vocabulary building, and developing world knowledge.
20. What NOT to do!
There are scores of “remedies” for dyslexia that have been invented and marketed to parents as cures, but these programs are not based on science. When considering an intervention for struggling readers, first consider the recommendation of professional organizations such as these:
- Read this Fact Sheet from the Internationally Dyslexia Association (IDA): When Educational Promises are Too Good To Be True.
- Read this statement from The American Academy of Ophthalmology about Dyslexia and Vision.
- Read about these Ineffective Treatments for Dyslexia in the Texas Dyslexia Handbook, 2021 Update, (Ch. 4, p 54).
- It is also important to know how the science of reading does inform the effective instruction for dyslexia according to the Texas Dyslexia Handbook, 2021 Update (Ch. 4, p. 39-44) and Effective Reading Instruction for Students with Dyslexia Fact Sheet from the International Dyslexia Association (IDA).
For more individual information, contact the Neuhaus Family Support Coordinators or call us at (713) 664-7676.