Dyslexia LegislationHas Legislation?Yes
In 2015, the Alabama legislature passed a resolution requiring the Alabama Administrative Code to be amended such that it addressed dyslexia education. Amendments were approved in October of 2015. The amendments make provisions for the use of Response to Intervention (RTI), the creation of problem solving teams at the district level, the screening of students with dyslexia, the definition of dyslexia, dyslexia training for classroom teachers, evidence-based interventions, and dyslexia interventionists.
Alabama law specifies that screening should be conducted using "screening instruments currently in place for use in public schools." The Alabama State Department of Education (ALSDE) suggests that students in grades 1-12 "who score below district benchmarks on the universal screener (e.g., STAR, ACT Aspire, and Global Scholar) should be further screened for characteristics of dyslexia." Similarly, kindergarten students who score below benchmark on the winter or spring benchmark period for the universal screener should be further screened for characteristics of dyslexia. ALSDE does not endorse or support specific screeners. However, ALSDE provides a list of skills that must be screened. These skills are: accuracy of word reading in on-grade level text, spelling skills, phonemic decoding efficiency skills, and sight word reading efficiency skills.
State Recognized Screeners
|DIBELS 6th Edition|
|Core Phonics Survey|
|San Diego Quick Assessment|
|CORE Guided High Frequency Word Survey|
|Test of Written Spelling-5|
|Diagnostic Spelling Test|
|Developmental Spelling Analysis|
Note: See state dyslexia resource guide for additional information, including recommendations for screeners by grade level.
Alabama does not have pre-service legislation related to dyslexia.
The Alabama Administrative Code states that professional development will be provided. The Alabama Dyslexia Resource Guide states, "The Alabama State Department of Education will make available a dyslexia-specific training accredited by the International Dyslexia Association (IDA) to prepare individuals to implement multisensory structured language teaching techniques and strategies."
State Approved Professional Development
|Alabama Reading Initiative|
|Shelton Academic Reading Academy|
According to law, "... problem-solving teams will analyze screening and progress monitoring data to assist teachers in planning and implementing appropriate instruction and evidence-based interventions for all students with academic and/or behavioral difficulties, including those students who exhibit the characteristics of dyslexia. Guidance may include suggestions of appropriate tiered interventions, dyslexia specific interventions, academic accommodations as appropriate, and access to assistive technology. The dyslexia-specific intervention, as defined in AAC Rule 290-3-1-02(20),(f) and described in the Alabama Dyslexia Resource Guide, shall be provided by an individual who has expertise in providing dyslexia-specific interventions. The PST will notify the parents of the results of the dyslexia-specific screening, will provide parents with a copy of the goals of the dyslexia-specific intervention plan, and with data-based documentation regarding the student's progress on a regular basis. Independent dyslexia evaluations provided by a parent or guardian to the PST must be considered by the members of the PST. Dyslexia-specific intervention shall mean evidenced-based, specialized reading, writing, and, spelling instruction that is multisensory in nature equipping students to simultaneously use multiple senses (vision, hearing, touch, and movement). Dyslexia-specific intervention employs direct instruction of systematic and cumulative content. The sequence must begin with the easiest and most basic elements and progress methodically to more difficult material. Each step must also be based on those already learned. Concepts must be systematically reviewed to strengthen memory. Components of dyslexic-specific intervention include instruction targeting phonological awareness, sound-symbol association, syllable structure, morphology, syntax, and semantics. Dyslexia interventionist refers to the teacher or individual who provides dyslexia-specific intervention. The dyslexia interventionist shall have successfully completed a certification training ..."
|Helping Students with Dyslexia and Dysgraphia Make Connections|
|Lexia Reading Core5|
|Mindplay Virtual Reading Coach|
|Reading Excellent Word Attack and Rate Development Strategies|
|Spalding Writing Road to Reading|
|Specialized Program Individualizing Reading Excellence|
|Wilson Reading System|
Literacy State-identified Measurable Result (SIMR) - Part B
Has Literacy SIMR?No
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Has Literacy SIMR?No
The research reported here is funded by awards to the National Center on Improving Literacy from the Office of Elementary and Secondary Education, in partnership with the Office of Special Education Programs (Award #: S283D160003). The opinions expressed are those of the authors and do not represent views of OESE, OSEP, or the U.S. Department of Education. Copyright © 2019 National Center on Improving Literacy. https://improvingliterarcy.org