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Dyslexia
The Colorado Dyslexia Handbook
The impact of dyslexia on students can vary widely. Students who have characteristics of dyslexia or reading difficulties may struggle in different areas of literacy, as well as in other content areas. Fortunately, decades of research provide a roadmap for educators on how to teach reading to students who share these difficulties. High quality, scientific and evidence-based instruction, often referred to as the Science of Reading, can help mitigate the impact of reading difficulties and dyslexia. In Colorado, accurate screening for Kindergarten through third grade students provides a first alert for reading difficulties, including characteristics of dyslexia, and is used with a body of evidence to guide instructional decision making and interventions for students.
Senate Bill 25-200
Dyslexia Resources
- Margie Gillis, Ed.D CDE Collaboration (2018 CDE Dyslexia Forum Presentation)
- Jack Fletcher, Ph.D CDE Collaboration (2017 CDE Dyslexia Forum Presentation)
- Archived DWG Meeting Information
- CDE Dyslexia Pilot Information
Screening for Characteristics of Dyslexia
Overview
Senate Bill 25-200 expands upon the Colorado Reading to Ensure Academic Development Act (READ Act) by including screening requirements for characteristics of dyslexia, additional measures that may be included in the body of evidence used to determine if a child has a significant reading deficiency (SRD), and required talking points relating to dyslexia in parent communication.
Timeline
Full implementation of SB 25-200 is expected at the beginning of the 2027-28 School Year. Leading up to the date of implementation, several phases of work will take place.
School Identification vs. Clinical Diagnosis of Dyslexia
There is frequent confusion regarding the difference between the clinical diagnosis of dyslexia and the school based identification of dyslexia as a specific learning disability. The diagnostic term “dyslexia” can be used by clinicians working in a private clinical setting and by evaluation teams found within a public school setting. The use of dyslexia as a descriptor of a specific type of reading disorder (and a specific type of learning disability) is not limited to those working in a medical setting. Rather, its use is only limited by the training and assessment experience of those who would use the term.
In Colorado, there is no statute or regulation that would prohibit the use of the word dyslexia in a school setting or within school-generated documents. Likewise, there are no federal rules that prohibit the use of the term “dyslexia” when identifying a phonological-based, word-level reading disorder in a school-based setting. In using the descriptor “dyslexia,” the person or persons using the term have a responsibility to thoroughly understand: typical reading development; what dyslexia is and is not; the key features of dyslexia; how it is assessed; and their obligation to use valid and reliable measurement tools and sound diagnostic judgment when making such a diagnosis.
Understood (Understood.org), a consortium of 15 nonprofit organizations that joined forces to support parents of children with learning and attention issues, offers an easy-to-read comparison of a school diagnosis and a clinical diagnosis as commonly recognized in current practice. In both instances, the purpose of the evaluation is the identification of the student’s specific profile leading to the implementation of an appropriate remediation plan.
Since dyslexia is not one of the educational disability categories specified in federal or state law, a student with dyslexia is most likely to be identified with a specific learning disability if they meet eligibility requirements for special education services. (See Section 8.3 Federal Legislation for more information on determination of eligibility.)