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Legislative Task Force on Dyslexia


Posted Date: 05/11/2018

In fall 2017, the Dyslexia Task Force created under section 633.420 released their recommendations for universal screening of all students in grades K-3 for the purpose of early Dyslexia Identification.   Under the provisions of state law 167.950 RSMo, the Missouri Department of Elementary and Secondary Education (DESE) has provided guidance for local school districts regarding processes for identifying and serving students at-risk for Dyslexia.  Given that Missouri is a local control state, school districts and charter schools have considerable autonomy with regard to which screening and diagnostic tools are used as well as what instructional methods and programs to implement.
 

In the 2018-19 school year and subsequent years, each public school, including each charter school, shall conduct dyslexia screenings for all students in grades 1-3 within the first 30 days of the school year.  Kindergarten students must be screened no later than January 31st and again at the end of the year.  Schools must also screed any student who transfers into the district and students in grades 4 or higher who demonstrate consistent difficulty with phonological awareness, rapid automatic naming, nonsense words, alphabetic principle, phonics, reading fluency, spelling, reading accuracy, vocabulary and reading comprehension.
 

The Logan-Rogersville School District has been fortunate to have the expertise of Mrs.  Becky Lea, Literacy Coach, who recently earned her certificate as a Dyslexia Therapist from the University of Arkansas.  Together with building principals and other literacy coaches, we have developed a Literacy Assessment Plan that meets the requirements of Task Force on Dyslexia.  The following are the list of essential skills that will be screened each year by grade level:

 

Kindergarten

  • Phonological awareness (words, syllables, rhyming, onset-rime, blending, and syllable and word segmentation)
  • Sound/symbol recognition
  • Alphabet knowledge (letter naming fluency)
  • Phonological memory (non-word repetition)
  • Rapid automatic naming
  • Reading comprehension

First Grade

  • Phonological awareness (segmentation, blending, isolation, manipulation)
  • Sound/symbol recognition
  • Alphabet knowledge (letter naming fluency)
  • Phonological memory (non-word repetition)
  • Word recognition fluency
  • Orthography (Spelling)
  • Reading comprehension

Second & Third Grades

  • Oral reading fluency
  • Word recognition
  • Reading comprehension
  • Orthography (Spelling)

Definition of Dyslexia

“Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.” (IDA/NICHD, 2002)

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Rogersville , Missouri 65742
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Phone: 417-753-2891