The following are the reading/spelling characteristics of dyslexia:

• Difficulty reading words in isolation;
• Difficulty accurately decoding unfamiliar words;
• Difficulty with oral reading (slow, inaccurate, or labored);
• Difficulty spelling.

The reading/spelling characteristics are most often associated with the following:

• Segmenting, blending, and manipulating sounds in words (phonemic awareness);
• Learning the names of letters and their associated sounds;
• Holding information about sounds and words in memory (phonological memory);
• Rapidly recalling the names of familiar objects, colors, or letters of the alphabet (rapid naming).

Consequences of dyslexia may include the following:

• Variable difficulty with aspects of reading comprehension;
• Variable difficulty with aspects of written language;
• Limited vocabulary growth do to reduced reading experiences.

For more information:

• Visit the International Dyslexia Association for answers to Frequently Asked Questions

• View/download the Texas Education Agency's Dyslexia Handbook (available in Spanish soon).

Just a few celebrities & other important figures with dyslexia:

(Source: The International Dyslexia Association)

Twice-Exceptional Children

The Texas Education Agency is pleased to announce the launch of the Twice-Exceptional Children and G/T Services website. The Twice-Exceptional children website is designed to provide administrators, educators, and parents with practical resources for identifying and serving the twice-exceptional learner. Twice-exceptional students are those who perform at - or show the potential for performing at - a remarkably high level of accomplishment when compared to others of the same age, experience, or environment and who also gives evidence of one or more disabilities as defined by federal or state eligibility.

The website is organized into sections that focus on the life of the twice-exceptional learner: student, school, and family/community. The website provides a comprehensive view of the cognitive, social, emotional, and physical needs of twice-exceptional learners. It includes a framework for identifying twice-exceptional learners and provides tools and resources districts can use to inform local policy and develop a plan to meet the diverse needs of these students.

• Twice-Exceptional "Myths vs. Facts" Quiz
• Twice-Exceptional flowchart to aid in the assessment and identification of students