See link on dyslexia handbook from TEA. It is quite good and data based and am familiar with most the people they cite…although it is an on ongoing discussion how the conception of dyslexia and “garden variety”
learners with reading problems are different- which has dyslexia and which has a “curriculum disability”- ideally the non-responders to a decent curriculum would be those you would take a look at in RTI at least until 3rd grade when things shift
a bit and might become more complicated (from “learning to read” to “reading to learn”). And given the disparities in reading with minoritized learners…it is worth thinking about…here is the section on language and emergent bilinguals from it.
Language Proficiency
Much diversity exists among EB students. A student’s language proficiency may be impacted by any of the following: native language, English exposure, parent education, socioeconomic status of the family, amount
of time in the United States, experience with formal schooling, immigration status, community demographics, and ethnic heritage (Bailey, Heritage, Butler, & Walqui, 2000). EB students may be students served in bilingual and English as a second language (ESL)
programs as well as students designated as EB whose parents have denied services. In addition to the information discussed in the previous section of this chapter, the Language Proficiency Assessment Committee (LPAC) maintains documentation (19 TAC §89.1220(g)-(m))
that is necessary to consider when identifying EB students with dyslexia. The LPAC is required to meet annually to review student placement and progress and consider instructional accommodations and interventions to address
the student’s linguistic needs. Since the identification and service delivery process for dyslexia must be aligned to the student’s linguistic environment and educational background, involvement of the LPAC is required.
Additional data sources for EB students are provided below in Figure 3.3. Figure 3.3. Additional Data Sources for Emergent Bilingual Students • Home Language Survey • Designation of the student's level of
language proficiency • Texas English Language Proficiency Assessment System (TELPAS) information for four language domains (listening, speaking, reading, and writing) • Instructional interventions provided to address language needs • Information regarding
previous schooling inside and/or outside the United States • Type of language program model provided and language of instruction
MDB
From:
SPEDTex <inquire@spedtex.ccsend.com>
Date: Wednesday, August 21, 2024 at 10:13 AM
To: Burke, Mack <Mack_Burke@baylor.edu>
Subject: Stay Connected!
Special Education Information, Updates, and Resources
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