(a) The State Board of Education shall incorporate, in both general education and special education, the following definition of dyslexia: Dyslexia is a specific learning disability that is neurobiological in origin. Dyslexia is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge. (b) (Blank). (c) The State Board of Education shall develop and maintain a handbook to be made available on its Internet website that provides guidance for pupils, parents or guardians, and teachers on the subject of dyslexia. The handbook shall include, but is not limited to: (1) guidelines for teachers and parents or guardians on how to identify signs of dyslexia; (2) a description of educational strategies that have been shown to improve the academic performance of pupils with dyslexia; and (3) a description of resources and services available to pupils with dyslexia, parents or guardians of pupils with dyslexia, and teachers. The State Board shall review the handbook once every 4 years to update, if necessary, the guidelines, educational strategies, or resources and services made available in the handbook. neurobiological in origin. Dyslexia is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge. on how to identify signs of dyslexia; been shown to improve the academic performance of pupils with dyslexia; and to pupils with dyslexia, parents or guardians of pupils with dyslexia, and teachers.
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