This really depends on the district; however, the state of Texas has, for the most part, moved the evaluation of Dyslexia into the Special Education Department. Most Special Education Departments have a narrow definition of identifying students with Dyslexia. These students must demonstrate a weakness cognitively that corresponds to a weakness in an area of basic reading. Dyslexic students are not a "one size fits all" and often do not it this model. IF a gifted student is reading in the average range, he will not qualify because it will be said he is not demonstrating any weaknesses. However, if this student has cognitive abilities in the Superior range and reading is slow and labored, this is indeed a weakness, whether or not the score is in the average range.
Now if the student is not evaluated through the Special Ed. dept., then most likely a reading teacher or Dyslexia therapist will conduct the assessment; however, these individuals are not able to evaluate cognitive abilities, so they will only assess reading, phonics, and possibly writing skills. The student's cognitive abilities are not evaluated because a diagnostician or psychologist are the only professionals certified/licensed to perform and interpret these assessments. The difficulties associated with Dyslexia typically result from a deficit in reading that is often unexpected in relation to other cognitive abilities. It is important to know the student's cognitive abilities in order to know if the weaknesses found are indeed unexpected. As mentioned above, dyslexic students may demonstrate average scores in reading, but what is unknown is that those average scores are unexpected because that student has above average or superior cognitive abilities and is having to work very hard to maintain average reading. This is an unexpected weakness in light of these student's cognitive abilities. "Reading scores of bright students may be in the average range, but the manner in which they read, the effort required, and the lack of automaticity observed as slow reading is not average. What matters most in diagnosing Dyslexia is what the person must do to read-- the energy the individual must expend in deciphering the printer word. Legally and scientifically no ceiling is placed on what level of reading is consistent with a diagnosis of Dyslexia. Bright students can have a reading score in the average range and still be considered, and indeed are, dyslexic." Overcoming Dyslexia, 2nd Ed., Shaywitz, 2020, pp 106-107.
If your school district evaluates Dyslexia through the Special Education Department, then most likely your student will need to demonstrate a weakness in a corresponding cognitive area that is considered to be an underlying cognitive ability for that academic area in order to demonstrate a learning disability in basic reading. This all needs to happen for your student to qualify for the dyslexia program. As Dr. Sally Shaywitz notes in her updated book, Overcoming Dyslexia 2nd Ed., 2020, (pp. 93-94) "Learning disabilities, as described in the Individuals with Disabilities Education Act (IDEA), refer, in part, to such symptoms as 'imperfect ability...to think' which not only do not apply to Dyslexia but could even be harmful to those who are dyslexic. Dyslexics have a reading impairment, not a thinking impairment. This is one reason why it is important to differentiate Dyslexia from the general and more heterogeneous 'learning disabilities.'"
The evaluation you receive through TxCET includes a thorough cognition evaluation as well as all of the primary characteristics of Dyslexia, underlying causes of Dyslexia, and secondary characteristics of Dyslexia. Additionally, this evaluation will be done in a timely manner, whereas many school districts only evaluate twice a year. We are committed to looking at the whole profile of the student in order to make the diagnosis of Dyslexia rather than just scores on reading tests.
