California Dyslexia Guidelines - California Department of ...

California Dyslexia

Guidelines

California Department of Education Sacramento, 2017

(Last Modified December 2018)

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California Dyslexia

Guidelines

California Department of Education Sacramento, 2017

(Last Modified December 2018)

Publishing Information

California Dyslexia Guidelines was prepared under the direction of the Special Education Division of the California Department of Education (CDE). This publication was edited by John McLean, working in cooperation with Allison Smith, Special Education Consultant, Policy and Program Services Unit, CDE Special Education Division. The document was prepared for publication by the staff of CDE Press; Aristotle Ramirez created the cover and interior design. It was published by the Department of Education, 1430 N Street, Sacramento, CA 95814, and was distributed under the provisions of the Library Distribution Act and Government Code Section 11096.

? 2017 by the California Department of Education All rights reserved

ISBN: 978-0-8011-1783-1

Notice

The guidance in California Dyslexia Guidelines is not binding on local educational agencies or other entities. Except for the statutes, regulations, and court decisions that are referenced herein, the document is exemplary, and compliance with it is not mandatory. (See Education Code Section 33308.5.)

Additional Publications and Educational Resources

For information about publications and educational resources available from the California Department of Education, please visit the CDE's Educational Resources Catalog page or call the CDE Press sales office at 1-800-995-4099.

Contents

A Message from the State Superintendent of Public Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . v Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Chapter 1: A Twenty-First-Century Definition of Dyslexia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Chapter 2: The Neuroscience of Dyslexia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Chapter 3: Dyslexia as a Language-Learning Disability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Chapter 4: Characteristics of Dyslexia by Age Group--Strengths and Weaknesses . . . . . . . . . . 14 Chapter 5: Socioemotional Factors of Dyslexia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Chapter 6: When the Concern May Not Be Dyslexia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Chapter 7: Dyslexia in English Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Chapter 8: Pre-Service and In-Service Preparation for Educators. . . . . . . . . . . . . . . . . . . . . . . . . . 38 Chapter 9: Screening and Assessment for Dyslexia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Chapter 10: Special Education and 504 Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 Chapter 11: Effective Approaches for Teaching Students with Dyslexia . . . . . . . . . . . . . . . . . . . . 63 Chapter 12: Assistive Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 Chapter 13: Information for Parents and Guardians . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .81 Chapter 14: Frequently Asked Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 Appendix A: Assessment Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 Appendix B: Assistive Technology Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103 Appendix C: Legal Citations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .104 Appendix D: Long Descriptions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116

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A MESSAGE FROM THE

State Superintendent of Public Instruction

I am pleased to present California Dyslexia Guidelines, which was written in response to the passage of Assembly Bill 1369, Chapter 647, Statutes of 2015, and which added sections 56334 and 56335 to California's Education Code. The purpose of these guidelines is to assist regular education teachers, special education teachers, and parents in identifying, assessing, and supporting students with dyslexia.

The work of the California Department of Education was accomplished with the invaluable contributions of a broad range of stakeholders who provided their expertise in the many topic areas addressed in the guidelines. These guidelines draw on both current research and the collective professional wisdom and experience of the members of the Dyslexia Guidelines Work Group, which met in a series of seven meetings from April 2016 through March 2017.

The ability to read is a fundamental skill in modern society. It is the foundation on which we can build lifelong learning. When we learn to read, we are liberated: the entirety of the world's knowledge is available to us, and we are empowered to take control of our own education. Yet for people with dyslexia, this ability can be frustratingly out of reach. They struggle to master the code that translates groups of letters into meaningful words, sentences, passages, and books.

Over the past several decades, we have learned a great deal about dyslexia. For example, we have learned that dyslexia is a real disability that is neurobiological in nature and affects millions of people around the world. We have also learned that for most people with dyslexia, the primary problem is difficulty in being able to recognize and manipulate the smallest units of sounds, called phonemes, in human language. This makes it difficult to link these sounds to the letter or letters, called graphemes, that represent the sounds in print. Difficulty making the connections between sounds and letters leads to problems with reading words, sentences, and passages fluently.

We have learned how to identify people with dyslexia at a very early age and later in life. And we have learned that early identification and intervention is very important.

We have also learned how to teach people with dyslexia to read fluently and with comprehension. Extensive research has shown us that reading instruction for students with

CALIFORNIA DYSLEXIA GUIDELINES | v

dyslexia must teach phonemic awareness--the ability to recognize and manipulate phonemes in words. Students must be taught how to link these phonemes to letters and how to blend sounds and segment words when reading and spelling--a method of teaching early reading known as "phonics." This reading instruction must also teach vocabulary, fluency, and reading comprehension strategies. Additionally, we have learned that effective reading programs for students with dyslexia incorporate multisensory techniques to explicitly and systematically teach all of the skills mentioned above, so that each new skill builds logically and coherently on the skills that were taught before. Perhaps most importantly, we have learned that there is hope for people with dyslexia--but to translate that hope into reality takes a concerted and relentless effort. The purpose of California's dyslexia guidelines is to provide educators, parents, and other stakeholders with a road map for supporting students with dyslexia in California's public schools.

Tom Torlakson State Superintendent of Public Instruction

vi | CALIFORNIA DYSLEXIA GUIDELINES

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