"Although dyslexia affects individuals over the life span... reading skills can be increased with the right early intervention and prevention programs... It is clear from the consensus of scientifically based reading research that the nature of the educational intervention for individuals with reading disabilities and dyslexia is critical (21-22).

-Birch, J. R. Connecting Research and Practice, 2018"

The state of Texas has laws specific to dyslexia, and it is important to be aware of them, as well as how they impact you in the classroom and the district in which you work.

The state of Texas requires that each school must provide a student identified with dyslexia or a related disorder access at his/her campus to an instructional program that meets the requirements in SBOE rule 19 TAC §74.28 and to the services of a teacher trained in dyslexia and related disorders. These requirements are for both elementary schools and secondary campuses.

Districts may purchase or develop an evidence-based reading program to use as long as the program addresses the critical, evidence-based components of reading instruction as outlined in Chapter IV of The Dyslexia Handbook.

The Dyslexia Handbook states the following on page 39, "Standard protocol dyslexia instruction provides evidence-based, multisensory structured literacy instruction for students with dyslexia. A standard protocol dyslexia instructional program must be explicit, systematic, and intentional in its approach. This instruction is designed for all students with dyslexia and will often take place in a small group setting. Standard protocol dyslexia instruction must be-

• evidence-based and effective for students with dyslexia;
• taught by an appropriately trained instructor; and
• implemented with fidelity."

The Dyslexia Handbook also states, "For students with dyslexia who have been determined eligible and who are receiving special education services, specially designed instruction must also address the critical, evidence-based components described in this chapter. Specially designed instruction differs from standard protocol dyslexia instruction in that it offers a more individualized program specifically designed to meet a student's unique needs" (40).

“Simply increasing instructional time of an inappropriate program is not effective; how instructional time is allocated should be in concert with the needs of the individual child” (Farrall, 2012, 114).