• Dyslexia

    The RISD Dyslexia program provides reading interventions in the areas of phonemic awareness, graphophonemic knowledge, language structure, and linguistic patterns and processes as mandated in chapter 19 of the Texas Administrative Code (TAC) §74.28.

    Curriculum Areas of Study
    The Multisensory Teaching Approach (MTA), used in RISD is designed to teach students how to become independent readers. The curriculum encompasses the structure of the written English language. 

    Curriculum areas of study include:

    • Language Awareness
    • Alphabet and Dictionary Skills
    • Phonological Awareness
    • Reading
    • Spelling
    • Cursive Handwriting
    • Comprehension and Composition


    Young Adults & Adults


    • A childhood history of reading and spelling difficulties
    • While reading skills have developed over time, reading still requires great effort and is done at a slow pace
    • Rarely reads for pleasure
    • Slow reading of most materials—books, manuals, subtitles in films
    • Avoids reading aloud


    • Not fluent, not glib, often anxious while speaking
    • Pausing or hesitating often when speaking
      • using lots of “um’s” during speaking, lack of glibness
      • using imprecise language, for example, “stuff,” “things,” instead of the proper name of an object
    • Often pronounces the names of people and places incorrectly; trips over parts of words
    • Difficulty remembering names of people and places; confuses names that sound alike
    • Struggles to retrieve words; has the “it was on the tip of my tongue” moment frequently
    • Rarely has a fast response in conversations and/or writing; struggles when put on the spot
    • Spoken vocabulary is smaller than listening vocabulary
    • Avoids saying words that might be mispronounced
    • Earlier oral language difficulties persist

    School & Life

    • Despite good grades, will often say that she is dumb or is concerned that peers think that she is dumb
    • Penalized by multiple-choice tests
    • Frequently sacrifices social life for studying
    • Suffers extreme fatigue when reading
    • Performs rote clerical tasks poorly


    • The maintenance of strengths noted in the school-age period
    • A high learning capability
    • A noticeable improvement when given additional time on multiple-choice examinations
    • Noticeable excellence when focused on a highly specialized area, such as medicine, law, public policy, finance, architecture, or basic science
    • Excellence in writing if content and not spelling are important
    • A noticeable articulateness in the expression of ideas and feelings
    • Exceptional empathy and warmth, and feeling for others
    • Success in areas not dependent on rote memory
    • A talent for high-level conceptualization and the ability to come up with original insights
    • Big-picture thinking
    • Inclination to think outside of the box
    • A noticeable resilience and ability to adapt

    Source: Overcoming Dyslexia © Sally E. Shaywitz, M.D.


  • Joanne Kephart
    RHS Dyslexia Support / Teacher


    RISD Dyslexia Programs
    Shannon Suess, Director
    701 W. Belt Line Rd.
    Richardson, Texas 75080