Dyslexia Services

Fort Bend ISD believes that all children can learn. We are committed to providing dyslexia services across all FBISD campuses, with our educators trained in Orton-Gillingham-based programs. We understand that individuals with dyslexia can achieve success in reading and writing when given the appropriate support and instruction.

It's important to note that not all reading difficulties are necessarily dyslexia. Therefore, FBISD follows a specific procedure to accurately identify and offer the right instruction for students who struggle with reading:

This process ensures that students with reading difficulties receive the appropriate evaluation and support tailored to their specific needs, helping them achieve success in their academic journey.

FBISD complies with the requirements of HB 3928. Please reference the Texas Dyslexia Handbook for more information.

• Evaluate students with dyslexia through the Special Education framework to ensure comprehensive assessment.
• Identify dyslexia as a Specific Learning Disability that requires Specially Designed Instruction, acknowledging the individual needs of students with dyslexia.
• Deliver Specially Designed Instruction through certified Special Education teachers, ensuring specialized support.
• Provide ongoing training for evaluation staff to enhance their knowledge and proficiency in identifying and addressing dyslexia, promoting effective implementation of Texas House Bill 3928.

Definition of Dyslexia: 

Dyslexia is a specific learning disability characterized by difficulties in word reading and/or spelling that involve accuracy, speed, or both and vary depending on the orthography. These difficulties occur along a continuum of severity and persist even with instruction that is effective for the individual’s peers. The causes of dyslexia are complex and involve combinations of genetic, neurobiological, and environmental influences that interact throughout development. Underlying difficulties with phonological and morphological processing are common but not universal, and early oral language weaknesses often foreshadow literacy challenges. Secondary consequences include reading comprehension problems and reduced reading and writing experience that can impede growth in language, knowledge, written expression, and overall academic achievement. Psychological well-being and employment opportunities also may be affected. Although identification and targeted instruction are important at any age, language and literacy support before and during the early years of education is particularly effective. (International Dyslexia Association, October 2025)

Please contact:

Catharine Jacobson

Program Manager Student Support Services

catharine.jacobson@fortbendisd.gov

281-634-5301