STR Structured Literacy and Dyslexia 1 — Questions and Answers
Question 1: Which definition of dyslexia is used by the International Dyslexia Association?
- A general intelligence deficit that impairs reading acquisition across all subjects
- A specific learning disability characterized by difficulties with accurate and fluent word recognition, poor decoding and spelling, rooted in a phonological processing deficit (Correct answer)
- A vision disorder causing letters to reverse or appear backwards
- A behavioral disorder resulting from inadequate reading instruction
Correct answer: A specific learning disability characterized by difficulties with accurate and fluent word recognition, poor decoding and spelling, rooted in a phonological processing deficit
The IDA defines dyslexia as a specific, neurobiological learning disability rooted in a phonological processing deficit, affecting word recognition and decoding despite adequate instruction.
The International Dyslexia Association's definition characterizes dyslexia as a specific learning disability that is neurobiological in origin, characterized by difficulties with accurate and/or fluent word recognition, poor decoding, and poor spelling. These difficulties result from a deficit in the phonological component of language and are unexpected in relation to other cognitive abilities. Dyslexia is not a vision problem because letters appearing backwards is a myth, not a general intellectual disability, and not caused by poor teaching, though poor instruction can worsen outcomes.
Question 2: Structured Literacy instruction is characterized by which set of principles?
- Implicit, discovery-based, mixed with whole-language approaches
- Explicit, systematic, sequential, cumulative, diagnostic, and multisensory (Correct answer)
- Primarily visual and sight-word based with minimal phonics
- Flexible grouping with student-selected texts as the main instructional driver
Correct answer: Explicit, systematic, sequential, cumulative, diagnostic, and multisensory
Structured Literacy as defined by the IDA is explicit, systematic, cumulative, sequential, diagnostic, and often multisensory, ensuring all skills are directly taught in a planned progression.
The International Dyslexia Association coined the term Structured Literacy to describe the approach to reading instruction supported by decades of research as most effective for students with dyslexia and at-risk readers. Its principles are: Explicit (skills are directly taught), Systematic (follows a logical, planned sequence), Sequential (each skill builds on previously mastered skills), Cumulative (continuous review reinforces prior learning), Diagnostic (instruction is continuously adjusted based on assessment data), and Multisensory (engages visual, auditory, and kinesthetic-tactile pathways simultaneously). Programs such as Orton-Gillingham and Wilson Reading exemplify these principles.
Question 3: Which of the following is a hallmark early indicator of dyslexia risk in kindergarten?
- Difficulty with reading comprehension of complex texts
- Persistent difficulty with phonological awareness tasks such as rhyming and blending (Correct answer)
- Slow silent reading rate in second grade
- Poor handwriting and fine motor skills
Correct answer: Persistent difficulty with phonological awareness tasks such as rhyming and blending
Phonological awareness difficulties, particularly with rhyming, blending, and segmentation, are among the earliest and strongest predictors of dyslexia risk.
Because dyslexia is fundamentally a phonological processing disorder, early warning signs are rooted in phonological awareness: difficulty recognizing or producing rhymes, difficulty blending or segmenting syllables and phonemes, trouble learning letter-sound correspondences, and problems with rapid automatized naming. These indicators can be identified in pre-K and kindergarten, well before formal reading difficulties become apparent. Difficulty with reading comprehension of complex texts and slow silent reading are later-grade manifestations that follow from unaddressed early decoding problems.
Question 4: Texas law requires districts to screen for dyslexia characteristics beginning at which grade level?
- Pre-Kindergarten
- Kindergarten (Correct answer)
- First grade
- Second grade
Correct answer: Kindergarten
Texas Education Code requires districts to screen students for dyslexia characteristics beginning in kindergarten, with assessment also required at the end of first grade if not tested in kindergarten.
Under Texas Education Code section 38.003 and the Texas Dyslexia Handbook, school districts are required to assess all students for characteristics of dyslexia at the end of first grade and at any other grade level if dyslexia characteristics are observed. The assessment process begins with universal screening in kindergarten as early identification is a key goal. Districts must use validated screening tools, follow the identification process outlined in the handbook, and provide appropriate instruction and accommodations. The STR TExES 293 tests knowledge of Texas dyslexia law because Texas teachers are legally responsible for screening, identifying, and supporting students with dyslexia characteristics.
Question 5: A student with dyslexia who receives properly designed Structured Literacy intervention can MOST reasonably be expected to:
- Read at the same rate as typical peers within one academic year in all cases
- Make meaningful gains in decoding and word recognition with consistent, evidence-based intervention (Correct answer)
- Outgrow dyslexia completely with enough years of reading practice
- Never read at grade level regardless of instruction quality
Correct answer: Make meaningful gains in decoding and word recognition with consistent, evidence-based intervention
Research shows that students with dyslexia who receive early, intensive, evidence-based Structured Literacy instruction can make significant gains in decoding and reading, though the trajectory and degree of progress vary.
Neuroscientific research demonstrates that with intensive, systematic, phonics-based intervention, students with dyslexia can develop functional reading skills and brain imaging shows neurological changes after effective intervention. However, dyslexia is a lifelong profile that does not go away, and students may continue to be slower readers and weaker spellers even with successful intervention. The goal is enabling the student to access text, not eliminating the profile. Claiming students will never read at grade level regardless of instruction is fatalistic and unsupported. The STR framework is premised on the belief that all students can make progress with effective, science-based instruction.
Question 6: Which of the following interventions is MOST aligned with Structured Literacy principles for a student with dyslexia?
- Guided reading with leveled texts emphasizing context clues and picture cues
- An Orton-Gillingham based program with explicit phoneme-grapheme instruction and multisensory techniques (Correct answer)
- Whole Language immersion with environmental print and shared reading
- Repeated reading of high-frequency words in isolation using flashcards only
Correct answer: An Orton-Gillingham based program with explicit phoneme-grapheme instruction and multisensory techniques
Orton-Gillingham based programs are the prototypical Structured Literacy approach: explicit, systematic, multisensory phoneme-grapheme instruction that is individually diagnostic and cumulative.
Orton-Gillingham is the original Structured Literacy methodology developed in the 1930s. It is explicit, systematic, cumulative, diagnostic, and multisensory, simultaneously engaging visual, auditory, and kinesthetic-tactile pathways. Programs derived from OG include Wilson Reading, Barton, and RAVE-O. Guided reading with picture cues, Whole Language, and isolated flashcard drilling are not aligned with Structured Literacy principles and lack the phonemic and phonics explicit structure required for students with dyslexia.
STR Structured Literacy and Dyslexia 1
Which definition of dyslexia is used by the International Dyslexia Association?