Components of Instruction & Allowable Accommodations
Round Rock ISD provides evidence-based, multisensory structured literacy instruction for students with dyslexia with the following programs: Wilson Reading System (WRS), Basic Language Skills (BLS), Esperanza and Reading by Design. These programs are explicit, systematic, and intentional in their approach. Each is implemented with utmost attention to fidelity of programming, including appropriateness for individual student needs, frequency and duration, group size, and teacher training. We have the unique distinction of being one of the only districts in Texas with the capacity to provide Wilson ‘in-house’ through our In-District Training agreement with Wilson Language Corporation.
Qualifications of Dyslexia Service Providers (DSPs) and Providers of Dyslexia Instruction (PDIs)
In direct alignment with HB 3928 and TEC 29.0032, every DSP or PDI must be fully trained in the district’s adopted instructional materials for students with dyslexia. A DSP/PDI does not have to be a certified special education teacher unless the individual is employed in a special education position that requires that certification. Teachers, such as reading specialists, master reading teachers, general education classroom teachers, or special education teachers, who provide dyslexia intervention for students are not required to hold a specific license or certification. Each district is required to address every component of dyslexia instruction and each instructional delivery method required in the Texas Dyslexia Handbook. DSPs and/or PDIs are required to teach the program with fidelity, (e.g. grouping, duration, frequency).
Progress Reporting
Principles of Effective Intervention for Students with Dyslexia
Systematic and Cumulative
Multisensory language instruction requires that the organization of material follow order of the language. The sequence must begin with the easiest concepts and most basic elements and progress methodically to more difficult material. Each step must also be based on [elements] already learned. Concepts taught must be systematically reviewed to strengthen memory (Birsh, 2018, p. 26).
Simultaneous, Multisensory (VAKT)
Teaching is done using all learning pathways in the brain (visual, auditory, kinesthetic, tactile) simultaneously in order to enhance memory and learning” (Birsh, 2018, p. 26). Children are actively engaged in learning language concepts and other information, often by using their hands, arms, mouths, eyes, and whole bodies while learning (Moats & Dakin, 2008, p. 58).
Explicit Instruction
Explicit instruction is explained and demonstrated by the teacher one language and print concept at a time, rather than left to discovery through incidental encounters with information. Poor readers do not learn that print represents speech simply from exposure to books or print (Moats & Dakin, 2008, p. 58). Explicit Instruction is an approach that involves direct instruction: The teacher demonstrates the task and provides guided practice with immediate corrective feedback before the student attempts the task independently (Mather & Wendling, 2012, p. 326).
Diagnostic Teaching to Automaticity
The teacher must be adept at prescriptive or individualized teaching. The teaching plan is based on careful and [continual] assessment of the individual’s needs. The content presented must be mastered to the degree of automaticity (Birsh, 2018, p. 27). This teacher knowledge is essential for guiding the content and emphasis of instruction for the individual student (Moats & Dakin, 2008, p. 58). When a reading skill becomes automatic (direct access without conscious awareness), it is performed quickly in an efficient manner (Berninger & Wolf, 2009, p. 70).
Synthetic Instruction
Synthetic instruction presents the parts of the language and then teaches how the parts work together to form a whole (Birsh, 2018, p. 27).
Analytic Instruction
Analytic instruction presents the whole and teaches how this can be broken into its component parts (Birsh, 2018, p. 27).
Programs
Wilson Reading System
The Program:
WRS is an intensive Tier 3 program for students and adults with word-level deficits who are not making sufficient progress through their current intervention; have been unable to learn with other teaching strategies and require multisensory language instruction; or who require more intensive structured literacy instruction due to a language-based learning disability, such as dyslexia.
Student Audience:
Grades 2-12; students in need of intensive structured literacy instruction due to a language-based learning disability, such as dyslexia.
Instructor Training:
Wilson Introductory Course. Many of our teachers are also Wilson Level 1 Certified.
Ongoing support provided by Wilson In-District trainer.
Basic Language Skills (BLS)
Student Audience:
Grades 2-12; students in need of intensive structured literacy instruction due to a language-based learning disability, such as dyslexia.
Instructor Training:
Basic Language Skills Introductory Class through Neuhaus Education Center. Ongoing support provided by Round Rock ISD Dyslexia Department.
Esperanza
Student Audience:
Grades 1-5; students in need of a Spanish multisensory structured language approach for reading, writing, and spelling.
Instructor Training:
Esperanza training provided by Elsa Cárdenas-Hagan, Ed.D.
Reading by Design (RbD)
The Program:
Reading by Design is a systematic, explicit, multisensory, and intensive reading intervention that was created by developers at the Texas Region 4 Education Service Center in Houston. It is being used for direct dyslexia instruction in the special education setting.
Student Audience:
Students receiving direct dyslexia instruction in the special education setting.
Instructor Training:
5-day training session led by a Region 4 Reading by Design trainer
Ongoing coaching & support