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Pearland ISD honors Dyslexia Awareness Month

     This October, Pearland Independent School District honors National Dyslexia Awareness Month and its students and teachers who work together to turn this learning disability into classroom success.

       The Texas Education Code defines dyslexia as a disorder manifested by a difficulty in learning to read, write or spell despite conventional instruction, adequate intelligence and sociocultural opportunity.

       Through its Dyslexia Instructional Program, Pearland ISD seeks to identify, assess and provide learning intervention to help students with dyslexia excel in their studies.

       At each campus, students identified with dyslexia have access to an instructional program that meets Texas requirements and is provided by a teacher trained in dyslexia and related disorders.

       For specific questions about dyslexia and support services, contact your child’s campus directly.

What are the signs of dyslexia?

       Dyslexic students have many strengths -- ranging from intuition, curiosity and creativity to maturity, problem solving and outside-the-box thinking.

       In fact, dyslexia represents a language challenge rather than a lack of intelligence.

       The International Dyslexia Association estimates that as much as 20 percent of the population has some kind of language-based learning disability, which includes dyslexia.

       Here are some common signs that a student may have dyslexia:


    • Delay in learning to talk
    • Difficulty with rhyming
    • Difficulty pronouncing words (e.g., “pusgetti” for “spaghetti”)
    • Poor auditory memory for nursery rhymes and chants
    • Difficulty in adding new vocabulary words
    • Inability to recall the right word
    • Trouble learning and naming letters and numbers and remembering the letters in his/her name
    • Aversion to print (e.g., doesn’t enjoy following along if book is read aloud)

       Kindergarten and 1st Grade:

    • Difficulty breaking words into syllables (e.g., “baseball” can be pulled apart into “base” and “ball”)
    • Difficulty identifying and manipulating sounds in syllables (e.g., “man” sounded out as /m/ /ă/ /n/)
    • Difficulty remembering the names of letters and recalling their corresponding sounds
    • Difficulty reading single words
    • Difficulty spelling words the way they sound (phonetically) or remembering letter sequences in very common words (e.g., “sed” for “said”)

       2nd-3rd Grades:

    • Difficulty recognizing common sight words (e.g., “to” and “been”)
    • Difficulty reading single words
    • Difficulty recalling the correct sounds for letters and letter patterns in reading
    • Difficulty connecting speech sounds with appropriate letter or letter combinations
    • Omitting letters in words for spelling (e.g., “after” spelled “eftr”)
    • Reading slowing, inaccurately and/or without expression
    • Difficulty decoding unfamiliar words in sentences using knowledge of phonics
    • Reliance on picture clues, story theme or guessing at words
    • Difficulty with written expression

       4th-6th Grades:

    • Difficulty reading aloud, including in front of peers
    • Avoidance of reading, especially for fun
    • Limited vocabulary because of reduced independent reading
    • Use of less complicated words in writing (e.g., “big” instead of “enormous”)
    • Reliance on listening rather than reading for comprehension

       Junior High/High School:

    • Difficulty with volume of reading and written work
    • Frustration with time required and energy expended for reading
    • Difficulty with written assignments
    • Tendency to avoid reading, especially for fun
    • Difficulty learning a foreign language

       For more information about dyslexia, visit the International Dyslexia Association at