Welcome to my website!!
I am the Dyslexia Specialist for Bosqueville ISD. This year, I am serving students on the Elementary and Middle School campuses. I hope this website will help communicate information about Dyslexia and our district's program. If you have any questions, please email me or call me.
Elementary- 752-6006 (ext. 7056)
Email Mrs. Bird
I am the Dyslexia Specialist for Bosqueville ISD. This year, I am serving students on the Elementary and Middle School campuses. I hope this website will help communicate information about Dyslexia and our district's program. If you have any questions, please email me or call me.
Elementary- 752-6006 (ext. 7056)
Email Mrs. Bird
MTA Dyslexia Program
Bosqueville Dyslexia Program
Multisensory Teaching Program (MTA)
MTA addresses the five components of effective reading instruction identified by the National Reading Panel’s research and is a comprehensive Tier III intervention for students with dyslexia.
Phonemic Awareness – following established procedures for explicitly teaching the relationships between speech-sound production and spelling-sound patterns.
Multisensory Teaching Program (MTA)
MTA addresses the five components of effective reading instruction identified by the National Reading Panel’s research and is a comprehensive Tier III intervention for students with dyslexia.
Phonemic Awareness – following established procedures for explicitly teaching the relationships between speech-sound production and spelling-sound patterns.
- Phonics – providing a systematic approach for single word decoding
- Fluency – using research-proven directed practice in repeated reading of words, phrases and passages to help students read newly encountered text more fluently.
- Vocabulary – featuring multiple word learning strategies (definitional, structural, contextual) and explicit teaching techniques with application in text.
- Reading Comprehension – teaching students to explicitly use and articulate multiple comprehension strategies (i.e., cooperative learning, story structure, question generation and answering, summarizing and comprehension monitoring).
characteristics of dyslexia
The following are the primary 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
*****It is important to note that individuals may demonstrate differences in degree of impairment
• Difficulty reading words in isolation
• Difficulty accurately decoding unfamiliar words
• Difficulty with oral reading (slow, inaccurate, or labored)
• Difficulty spelling
*****It is important to note that individuals may demonstrate differences in degree of impairment
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
•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
Consquences of Dyslexia may included the following:
•Variable difficulty with aspects of reading comprehension
•Variable difficulty with aspects of written language
•Limited vocabulary growth due to reduced reading experiences
Dyslexia Handbook 2014
•Variable difficulty with aspects of reading comprehension
•Variable difficulty with aspects of written language
•Limited vocabulary growth due to reduced reading experiences
Dyslexia Handbook 2014
Preschool•Delay in learning to talk
•Difficulty with rhyming •Difficulty pronouncing words (e.g., “pusgetti” for “spaghetti,” “mawn lower” for “lawn mower”) •Poor auditory memory for nursery rhymes and chants •Difficulty in adding new vocabulary words •Inability to recall the right word •Trouble learning and naming letters and numbers and remembering the letters in his/ her name •Aversion to print (e.g., doesn’t enjoy following along if book is read aloud) |
kinder and 1st•Difficulty breaking words into smaller parts (syllables) (e.g., “baseball” can be pulled apart into “base” “ ball” or “napkin” can be pulled apart into “nap” “kin”)
•Difficulty identifying and manipulating sounds in syllables (e.g., “man” sounded out as /m/ /ă/ /n/) •Difficulty remembering the names of letters and recalling their corresponding sounds •Difficulty decoding single words (reading single words in isolation) •Difficulty spelling words the way they sound (phonetically) or remembering letter sequences in very common words seen often in print ( e.g., “sed” for “said”) |
2nd and 3rd gradesMany of the previously described behaviors remain problematic along with the following:
•Difficulty reading aloud (e.g., fear of reading aloud in front of classmates) •Avoidance of reading (e.g., particularly for pleasure) •Acquisition of less vocabulary due to reduced independent reading •Use of less complicated words in writing that are easier to spell •Reliance on listening rather than reading for comprehension middle and high schoolMany of the previously described behaviors remain problematic along with the following:
•Difficulty with the volume of reading and written work •Frustration with the amount of time required and energy expended for reading • Difficulty with written assignments • Tendency to avoid reading (particularly for pleasure) • Difficulty learning a foreign language |
4th through 6thMany of the previously described behaviors remain problematic along with the following:
•Difficulty recognizing common sight words (e.g., “to,” “said,” “been”) •Difficulty decoding single words •Difficulty recalling the correct sounds for letters and letter patterns in reading •Difficulty connecting speech sounds with appropriate letter or letter combinations and omitting letters in words for spelling (e.g., “after” spelled “eftr”) •Difficulty reading fluently (e.g., slow, inaccurate, and/or without expression) •Difficulty decoding unfamiliar words in sentences using knowledge of phonics •Reliance on picture clues, story theme, or guessing at words •Difficulty with written expression |