The student who struggles with reading, writing, and/or spelling often puzzles teachers and parents. The student displays adequate intelligence and receives the same classroom instruction that benefits most children. Still the student struggles with some or all of the many facets of reading, writing and/or spelling. This student may be identified as a student with dyslexia. 

As defined in TEC §38.003: 
 (1) “Dyslexia” means a disorder of constitutional origin manifested by a difficulty in learning to read, write, or spell, despite conventional instruction, adequate intelligence, and sociocultural opportunity. 
 
(2) “Related disorders” includes disorders similar to or related to dyslexia such as developmental auditory imperception, dysphasia, specific developmental dyslexia, developmental dysgraphia, and developmental spelling disability. 
 
The current definition of the International Dyslexia Association states: 
 
Dyslexia is one of several distinct learning disabilities. It is a specific language-based disorder of constitutional origin characterized by difficulties in single-word decoding, usually reflecting insufficient phonological processing. These difficulties in single-word decoding are often unexpected in relation to age and other cognitive and academic abilities; they are not the result of generalized developmental disability or sensory impairment. Dyslexia is manifested by variable difficulty with different forms of language, often including, in addition to problems with reading, a conspicuous problem with acquiring proficiency in writing and spelling (International Dyslexia Association Research Committee in collaboration with the National Center for Learning Disabilities and the National Institutes of Child Health and Human Development, April 1994). 

• TEA Dyslexia Handbook - English

• TEA Dyslexia Handbook - Spanish

• TEA Dyslexia Handbook FAQ Appendix

• TEA Dyslexia Handbook FAQ Appendix (Spanish)

• Overview of Special Education for Parents

• Overview of Special Education for Parents (Spanish)

• SPEDTex website

• Dyslexia and Related Disorders: Important Information for Parents

• Dyslexia and Related Disorders: Important Information for Parents (Spanish)

• Talking Books Application

Providers of Dyslexia Instruction

Huntsville High School

Lauren Rudolph - larudolph@huntsville-isd.org - 936-435-6100

Amy Langley - alangley@huntsville-isd.org - 936-435-6100

Mance Park Middle School

Michelle Black - mlblack2@huntsville-isd.org - 936-435-6400

Katelyn Ledezma - kledezma@huntsville-isd.org - 936-435-6400

Sean Peterson - speterson@huntsville-isd.org - 936-435-6400

Erin Roberson (SPED Resource) - emrobertson@huntsville-isd.org - 936-435-6400

Scott Johnson Elementary

Myla Weber - mweber@huntsville-isd.org - 936-435-6250

Jennifer Childres (SPED Resource) - jchilders@huntsville-isd.org - 936-435-6250

Huntsville Elementary

Freda Shaw - fshaw@huntsville-isd.org - 936-435-6850

Julia Young (SPED Resource) - jmyoung@huntsville-isd.org - 936-435-6850

Samuel Walker Houston Elementary

Mertha McHenry - mgmchenry@huntsville-isd.org - 936-435-6750

Leisa Hoffman (SPED Resource) - lhoffman@huntsville-isd.org - 935-435-6750

Stewart Elementary

Betsy Marlin - bmarlin@huntsville-isd.org - 936-435-6700

Kristy Ferguson - kmferguson@huntsville-isd.org - 936-435-6700

Riley Maylon (SPED Resource) - kmferguson@huntsville-isd.org - 936-435-6700