Reading Differences Addressing Dyslexia and Beyond
Navigating Dyslexia in Oklahoma
The Oklahoma State Department of Education provides support for districts in addressing dyslexia, dysgraphia, and dyscalculia within both public schools and public charter schools. The Oklahoma Dyslexia & Dysgraphia Handbook details the necessary steps for districts to screen for characteristics of dyslexia and outlines best practices for support within Multi-Tiered System of Supports. Our mission is to help connect individual district needs with the best practices outlined in the Oklahoma Dyslexia & Dysgraphia Handbook.
Navigating systems redesigned to support students with characteristics of dyslexia can be supported by the State Dyslexia Coordinator. The role of the Oklahoma State Department of Education Dyslexia Coordinator is to build intra- and interdepartmental bridges in collaboration as well as design ongoing professional development that assists districts in navigating system changes when identifying, evaluating, and teaching students with characteristics of dyslexia. As a liaison between the Office of Literacy Policy and Programs and all departments within the Oklahoma State Department of Education, we aim to support the diverse needs of Oklahoma communities through open communication and professional development.
The HEROES Literacy Instructional Team is prepared to deploy professional development and ongoing coaching cycles regionally, including support for district administrators in designing sustainable systems to Help Elevate Reading Outcomes for Every Student.
Defining Dyslexia in Oklahoma
Dyslexia refers to a spectrum of reading skill deficits, which can range from mild delays in learning to read to severe, persistent patterns of reading difficulties that qualify as a specific learning disability. According to the International Dyslexia Association, dyslexia is a specific learning disability of neurological origin characterized by difficulties in accurately and fluently recognizing words, poor spelling, and decoding abilities. These challenges typically stem from a deficit in the phonological component of language, which is often unexpected given the individual’s other cognitive abilities and the effectiveness of classroom instruction.
Given this definition, educational systems should actively seek out children demonstrating dyslexia characteristics and implement rapid responses as mandated through the Strong Readers Act and in accordance with the OKMTSS framework. Dyslexia is neurobiological in origin; therefore, a structured literacy approach delivered by a qualified educator who can help develop the neural connections necessary for skilled reading is essential. Dyslexia is not a developmental condition; consequently, strategies such as retention or a wait-and-see approach are not appropriate.
When a student learning with dyslexia qualifies for services under IDEA, the designation for qualification is Specific Learning Disability (SLD). This designation does not include learning problems that are primarily the result of visual, hearing, or motor disabilities; intellectual disabilities; emotional disturbances; environmental, cultural, or economic disadvantages; or limited English proficiency (IDEA, 2004, 34 CFR 300.8).
By undergoing high-dose, intensive remediation to develop accurate and automatic reading skills, students with dyslexia will transition out of Tier 3 instruction and into higher-rigor opportunities. While they may continue to exhibit some characteristics of dyslexia and leverage technology to access high-demand learning environments, students with dyslexia often demonstrate strengths in pattern recognition, spatial reasoning, lateral thinking, and interpersonal communication. Early and swift remediation of phonological awareness deficits, along with attention to accuracy and automaticity in both decoding and encoding, prepares students to not only demonstrate proficiency but also to showcase their giftedness by accessing advanced coursework and preparing for post-graduation opportunities.
To effectively address dyslexia in the classroom, educators should implement multi-tiered support systems and adopt structured literacy best practices through a universal design for learning. This approach is required for the 20% of learners in Oklahoma who struggle with dyslexia but also enhances engagement for the 80% of students who can benefit from more effective teaching methods. Incorporating multi-sensory instruction within a universal design supports all students, including multilingual learners and other neurodiverse populations, such as those learning with ADHD and Autism Spectrum Disorder. Increasing engagement is imperative in our highest-need environments, leading to a decrease in negative behavior referrals.
Resources
Contact
Kiley Aleman
HEROES Dyslexia Coordinator
(405) 522-6261
Megan Ashbaugh
Program Manager, Literacy
(405) 521-3363
