Dyslexia Program
February 05, 2008
The Henrietta Elementary Dyslexia Program is committed to the development and implementation of a program which addresses the mandates of the Texas Education code, Section 38.003, the Texas Administrative Code, Section 74.28, and the local board policies. It is our goal to test students identified to be at-risk for dyslexia and related disorders; to provide a therapeutic research based program that is specific to the needs of the dyslexic learner; to equip teachers with alternative teaching techniques, modifications, and strategies for students identified at-risk for dyslexia, and to provide support for dyslexic students and their families.
Dyslexia Program
Dyslexia Therapist: Mary Wines, CALT, QI, M.S.E.
The dyslexia program offered at Henrietta Elementary is Take
Flight: A Comprehensive Intervention for Students with Dyslexia, a
curriculum written by the staff of the Luke Waites Center for
Dyslexia and Learning Disorders of Texas Scottish Rite Hospital for
Children (TSRHC). This curriculum was designed for use by academic
language therapists with children 7 years and older who have
developmental dyslexia. It was developed to enable students with
dyslexia to achieve and maintain better word recognition, reading
fluency, reading comprehension and aid in the transition from a
therapy setting to “real world” learning.
Take Flight contains the five components of effective reading
instruction supported by the National Reading Panel research
meta-analysis and mandated by the No Child Left Behind Act:
Phonemic Awareness, Phonic Skills, Vocabulary, Fluency, and Reading
Comprehension.
With Take Flight, students will learn all 44 phonemes of the
English language, 96 grapheme-phoneme correspondence rules and 87
affixes. The students will also learn spelling rules for base words
and derivatives. Practice opportunities are also provided that are
designed to improve oral reading fluency. Finally, Take Flight
introduces comprehension and vocabulary building strategies for
both narrative and expository text in the context of oral reading
exercises, preparing students for successful, independent
reading.
Students struggling with some or all of the many facets of reading,
writing and/or spelling are provided specialized assessment in
order to determine if a student may be identified as a student with
dyslexia. The difficulty of the child identified as having dyslexia
is in reading, single-word decoding, reading fluency, reading
comprehension, written composition, and spelling. Those students
who are identified are provided with 45 minutes to 1 hour of
dyslexia therapy 4 to 5 days a week.
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What are possible difficulties my child is experiencing that might
be associated with 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 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
