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CSD Reading Corner - Understanding Dyslexia

Dyslexia is characterized by difficulties with accurate and/or fluent word reading and poor decoding (sounds in words) abilities. These difficulties typically result from a deficit in the phonological (hearing sounds) component of language (Lyon, Shaywitz & Shaywitz, 2003). Word reading difficulties can be reversed by means of reading interventions targeting phonologic processing and decoding skills (Simos, Fletcher, et al., 2002).  Canyons School District recognizes Dyslexia in the spectrum of reading difficulties.  Dyslexia is a common problem that can affect people of all IQ levels and in all walks of life.  Many myths surround dyslexia, including making reversals and seeing things backwards.  In fact, dyslexia is a specific learning disability that is neurobiological in origin and is phonologically based.  The Utah School Board of Education (USBE) has put together a Dyslexia handbook to support educators and families as a resource to support those who are struggling with reading due to conditions of dyslexia. 

Each student’s school has reading resources to support individual student needs, in addition to classroom reading instruction. These resources may include small group instruction using curriculum aligned to specific skills, state and district software licenses specific to each school, and extension activities.

(Batsche et al., 2006)

CSD believes in a three-tiered model of reading supports.  This model incorporates an increasing intensity of instruction based on student needs.  Data is used to determine skill deficits and match deficits to evidence-based instruction. Ongoing data is collected and used to inform instructional changes to make student gains.

  • Tier 1:  evidence based program with reading delivered to all students. Tier 1 evidence based programming and supports in CSD:
  • Tier 2:  intensified evidence based program for groups of students needing supplemental reading instruction.
  • Tier 3:  intensive evidence based instructional interventions to increase student’s rate of progress to close the gap.  These interventions are usually longer term and may or may not include special education services. 
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