How students with exceptionalities are identified through an MTSS/RTI process

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In the classroom, students with dyslexia may struggle with:

• Phonological Awareness: Difficulty recognizing and manipulating the individual sounds (phonemes) within words (e.g., rhyming, blending sounds to form words, segmenting words into sounds). This is a foundational skill for reading.
• Decoding: Slow, inaccurate, or labored sounding out of unknown words. They may guess words based on initial letters or context rather than accurately decoding.
• Reading Fluency: Reading slowly, inaccurately, and without proper expression, which can hinder comprehension.
• Spelling: Persistent difficulties with spelling, often making phonetic errors or reversing letters.
• Reading Comprehension: While their listening comprehension may be strong, their struggles with decoding and fluency can significantly impede their ability to understand what they read.

Q1.2: How are students with Dyslexia identified through an MTSS/RTI process? The Multi-Tiered System of Supports (MTSS) or Response to Intervention (RTI) process is a comprehensive framework used to identify and support students. For dyslexia, this typically involves:

• Tier 1 (Universal Screening): All students undergo universal screenings at the beginning of the school year to identify those at risk for reading difficulties. Screeners often assess phonological awareness, letter-sound knowledge, and rapid naming. High-quality, research-based Tier 1 literacy instruction is provided to all students.
• Tier 2 (Targeted Intervention): Students identified as at risk receive more targeted, small-group interventions in addition to Tier 1 instruction. Progress is closely monitored. If a student shows insufficient response to these intensified interventions, despite receiving high-quality instruction, they may move to Tier 3.
• Tier 3 (Intensive Intervention/Evaluation): Students who continue to struggle significantly in Tier 2 receive highly individualized and intensive interventions. If adequate progress is still not made, a comprehensive evaluation for a Specific Learning Disability, including dyslexia, is typically recommended. This evaluation will gather data from various sources (assessments, observations, teacher input) to determine eligibility for special education services.

Q1.3: Classroom accommodation for Tier 1 literacy instruction:

• Audiobooks/Text-to-Speech Software: Provide students with access to audio versions of texts or text-to-speech software. This allows them to access grade-level content and build vocabulary and comprehension without being hindered by decoding difficulties, promoting access to information.

Q1.4: Research-based intervention/remediation instructional strategy (Tier 2/3):

• Structured Literacy (e.g., Orton-Gillingham based approaches): This approach is explicit, systematic, cumulative, diagnostic, and multisensory. It directly teaches the structure of language, including phonology, phonics, morphology, syntax, and semantics, making it highly effective for students with dyslexia. For example, a teacher might explicitly teach letter-sound correspondences, blending sounds into words, and segmenting words, building from simple to complex concepts.

Q1.5: Multisensory instructional technique:

• Sand Trays or Shaving Cream for Letter/Word Formation: Have students trace letters or words in sand, shaving cream, or other textured materials while simultaneously saying the letter sound or word aloud. This engages visual (seeing the letter), auditory (hearing the sound/word), and tactile/kinesthetic (feeling the movement) senses, creating stronger neural connections for learning and memory.

Q1.6: Social-emotional support:

• Highlighting Strengths & Providing Choice: Acknowledge and celebrate students' strengths in areas outside of reading, such as creativity, problem-solving, or oral language skills. Provide choices in assignments where reading isn't the sole measure of knowledge (e.g., allow oral presentations, visual projects). This fosters a sense of competence and builds confidence.

Q1.7: Technology tool:

• Read&Write by Texthelp: This toolbar offers various features like text-to-speech, word prediction, dictionary lookup, and highlighting tools, which can significantly support students with dyslexia in reading, writing, and comprehension tasks.

2. Attention-Deficit/Hyperactivity Disorder (ADHD)

Q2.1: What is ADHD and how does it affect students during literacy instruction? ADHD is a neurodevelopmental disorder characterized by persistent patterns of inattention, hyperactivity, and/or impulsivity that interfere with functioning or development. While not directly a reading disability, its core symptoms can significantly impact a student's ability to engage with and learn literacy skills.

In the classroom, students with ADHD may experience:

• Inattention: Difficulty sustaining focus during reading tasks, frequent off-task behavior, easily distracted by internal thoughts or external stimuli. This impacts reading comprehension and stamina.
• Hyperactivity: Restlessness, fidgeting, or excessive movement, making it hard to sit still for reading activities.
• Impulsivity: Blurting out answers, difficulty waiting turns during reading groups, or starting tasks without fully understanding instructions.
• Executive Function Challenges: Difficulties with working memory (remembering what was just read), organization (keeping track of reading materials), and self-monitoring (knowing when they've lost comprehension).

Q2.2: How are students with ADHD identified through an MTSS/RTI process? The MTSS/RTI process can help identify students whose inattention or hyperactivity impacts their academic performance, including reading.

• Tier 1 (Universal Screening): Universal behavioral screeners or teacher observations within the Tier 1 classroom setting (with robust behavior management strategies) can flag students exhibiting consistent difficulties with focus or impulse control that impact learning. High-quality, engaging Tier 1 literacy instruction is crucial.
• Tier 2 (Targeted Behavioral/Academic Support): Students identified with consistent inattention or hyperactivity receive targeted interventions, such as behavioral contracts, self-monitoring strategies, or specific academic supports (e.g., small group instruction with frequent checks for understanding, movement breaks). Progress in both behavior and academic skills is monitored.
• Tier 3 (Intensive Support/Evaluation): If students do not respond sufficiently to Tier 2 interventions, a more intensive behavioral intervention plan might be implemented. If concerns persist and significantly impact educational performance, a comprehensive evaluation for ADHD (often involving medical and psychological assessments) may be recommended by parents or the school team to determine if the ADHD falls under "Other Health Impairment" under IDEA, making them eligible for special education services.

Sample Answer

Frequently Asked Questions: Exceptionalities That Affect Reading

As teachers, we play a crucial role in supporting all learners, especially those who experience challenges with reading. Understanding exceptionalities that impact literacy is key to providing effective and equitable instruction. This FAQ sheet aims to provide a foundational understanding of three common reading exceptionalities you may encounter in your classroom: Dyslexia, Attention-Deficit/Hyperactivity Disorder (ADHD), and Specific Learning Disability in Reading (SLD-Reading, often encompassing comprehension difficulties).

1. Dyslexia

Q1.1: What is Dyslexia and how does it affect students during literacy instruction? Dyslexia is a specific learning disability that is neurobiological in origin. It 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.