Dyslexia interventions used:  Orton-Gillingham instruction, PALS intervention lessons, foundational reading skills in whole group, small group and individual instruction
Number of students who received dyslexia interventions:  14
Number of students identified as being at risk for dyslexia:  14 (this number is for 1st, 2nd and one 3rd grader who qualified)
(*we were unable to analyze the kindergarten data since completion was interrupted due to school closing on March 13.)

Definition of Dyslexia

In accordance with Indiana’s Senate Enrolled Act 217, MSD of Martinsville will screen students in grades K, 1, and 2 for signs of dyslexia every school year. Students in second grade will start testing in October. First grade will be tested before winter break, and kindergarten will be given the tests before the end of the school year. Regardless of the previous year’s results, students must be tested every year. Once the tests have been administered, a committee will review the results to determine next steps for those who may be at-risk and need additional support, interventions and testing. This process will not identify dyslexia; however, it will serve as a plan of action to help students with reading difficulties. Letters will be sent out to those who need to be referred for further testing. General Characteristics of Dyslexia Across the Lifespan: A person with dyslexia struggles with reading and spelling. Dyslexia is a neurological disability with certain characteristics. Every child develops language, reading, and writing at different rates due to numerous factors. The characteristics listed, while well known to indicate dyslexia, should not be used solely to diagnose it. These dyslexia characteristics range from mild to severe. Dyslexia may be genetic in nature, meaning a person with dyslexia may have a sibling or other relative with dyslexia.

A person with dyslexia may have difficulty with:

Spelling common words.

Reading accurately and with speed.

Remembering what is read to them much better than reading it themselves.

Remember what they just said.

Remembering the sounds different letters make.

Spelling by adding letters that do not match with a sound in a word.

Quickly recalling names of familiar objects, list colors, numbers or letters.

Knowing how to read unfamiliar words.

Dyslexia DATA 2021-2022

Dyslexia interventions used for analysis: Orton-Gillingham Instruction, PALS Intervention Lessons, and Foundational reading skills in whole/small group and individual instruction

Number of students who received interventions: 39

Level 1 Screener: M.A. Rooney's Foundations for grades K-1 & MARF Phonics Screener for grade 2

Number of students identified as at-risk: 111

Number of students identified with dyslexia during the school year: 0

Resources for Children

dyslexia HelP

Tools and Apps to assist students.
Reference – University of Michigan

ChromeVox:  a free screen reader is an extension
to Chrome
that brings the speed,
versatility, and security of Chrome
to visually impaired users.

Blending Board App icon, blue letters, white and blue background

Blending Board App

Created by Indiana Educational leader, Nadine Gilkison, this free app is designed with teachers, parents and students in mind. Blending  Board allows users to create decks of phonemes that fit learner’s needs. To learn more, please visit Ms. Gilkison’s 6-minute video.

Dyslexia Resources

Please Click Here to learn more about Dyslexia resources, including, games, apps, podcast and more!

Resources for parents


Please contact your student's school principal.