According to the TEC Code 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 imperceptions, dysphasia, specific developmental dyslexia, developmental dysgraphia, and developmental spelling disability.
The primary signs of dyslexia include difficulty with phonemic awareness, manipulation of sounds in spoken language, single-word decoding, reading fluency, and spelling. Secondary consequences of dyslexia may include problems with reading comprehension and/or written composition. These difficulties are unexpected for the student’s age, education level, or cognitive abilities. Additionally, there is often a family history of similar difficulties.
Teachers, parents, or school administrators can request that students be assessed for dyslexia. Students must have an average or above average IQ and meet assessment qualifications to be identified as having dyslexia. If a student qualifies for dyslexia, a 504 meeting will be held to develop a plan for the student.