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About Dyslexia

OSPI uses the definition of dyslexia adopted by the National Institute of Child Health and Human Development (NICHD) and the International Dyslexia Association (IDA) in 2002: "dyslexia" means a specific learning disorder that is neurological in origin, and that is characterized by unexpected difficulties with accurate or fluent word recognition and by poor spelling and decoding abilities that are not consistent with the person's intelligence, motivation, and sensory capabilities.  These difficulties typically result from a deficit in the phonological components of language that is often unexpected in relation to other cognitive abilities.  Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.

Supporting Reading for All Students

Washington State SB6162 is designed to provide school districts the opportunity to intervene before a student's literacy performance falls significantly below grade level. SB6162 requires all schools to screen students in kindergarten through second grade for indications of, or areas associated with dyslexia. State-approved screeners are designed to identify strengths and weaknesses in students’ literacy skills and are not a diagnostic or evaluation tool for dyslexia. Instead, screeners serve to determine weakness in a child’s literacy skills so that proper interventions can be established to support the student’s literacy development.  The best practice provides interventions for students in kindergarten through second grade who display indications of, or areas of weakness associated with, dyslexia through the use of multi-tiered systems of support (MTSS).

To ensure we are following methods of best practice, the SVSD utilizes research provided by the International Dyslexia Association (IDA), the Dyslexia Foundation, the National Center on Improving Literacy, and the Institute of Education Sciences.

Washington State SB6162 outlines a school’s responsibility to meet student needs in three areas: Use screening tools and resources that exemplify best practice, create a MTSS model that provides tiered interventions to support struggling students (students who display indications of or areas of weakness associated with, dyslexia), provide resources and support for parents regarding dyslexia.


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