CLI Engage offers two tools to support dyslexia screening for Kindergarten and 1st Grade students in English and Spanish. These tools can be used together to identify students who may be at risk for dyslexia.
The Texas Kindergarten Entry Assessment (TX KEA) dyslexia screener found in Wave 3 (EOY) is comprised of TX-KEA measures that directly align with the required measures outlined by TEA. Kindergarten students must be screened for dyslexia no later than the end of the school year.
*Based on data analysis, the Spanish decoding subtest, decodificación, is also a requirement for the TX-KEA dyslexia screener to identify Spanish language students that may be at risk for reading difficulties
Download the one pager to learn all about the Who, What, When, Where, and Why of Kindergarten dyslexia screening on CLI Engage.
The TPRI 1st Grade English Dyslexia Screener can be found in Wave 2 and is comprised of TPRI measures that directly align with the required measures outlined by TEA. First-grade students must be screened for dyslexia no later than January 31st.
Download the one pager to learn all about the Who, What, When, Where, and Why of 1st Grade TPRI dyslexia screening on CLI Engage.
The Tejas LEE 1st Grade Spanish Dyslexia Screener can be found in Wave 2 and is comprised of two Tejas LEE measures that directly align to the required measures outlined by TEA. First-grade students must be screened for dyslexia no later than January 31st.
Download the one pager to learn all about the Who, What, When, Where, and Why of 1st Grade Tejas LEE dyslexia screening on CLI Engage.
Each Dyslexia Referral Checklist is available as a supplement to support dyslexia screening. While not required, use of the DRC is recommended to support identification of students who may be at risk of dyslexia.
Developed as a questionnaire, the DRC builds a link between direct assessment of early reading skills (e.g., universal screening and progress monitoring measures) and classroom observations. The DRC has versions designed for use in Kindergarten, First Grade, and Second Grade. The DRC was designed following an evaluation of the Texas Essential Knowledge and Skills (TEKS) domains and the Texas Education Agency’s Dyslexia Handbook (2021).
Item content within the DRC evaluates areas considered to be important for early reading (e.g., language-based skills, letter and letter-sound knowledge, phonological awareness, phonemic awareness, decoding, and spelling). In addition, one multi-part item asks teachers to document whether or not universal screening/progress monitoring assessment data has indicated that a child might be at risk.
Sources of Information to Consider
Teachers are advised to utilize both quantitative and qualitative information when attempting to determine if a child would benefit from a more comprehensive assessment of reading skills. While teachers are encouraged to consider multiple sources of data prior to rating individual students using the DRC, the measure was not designed to be tied to a specific universal screening/progress monitoring measure. That is, districts could use alternative screeners already in adopted use. In short, the DRC items have been constructed to cut across measures and look at component skills necessary for students to make adequate reading progress.
|Quantitative Information||Qualitative Information|
DRC Print Resources
Download the DRC Manuals to use with any progress monitoring tool. Below you can access each version of the DRC Manuals with each document containing a section on how the checklist was built and three appendices. The first appendix is the screening tree for dyslexia (A), followed by the checklist (B), and finally the anchor explanations (C) for each measure.
DRC Digital Resources
Log in to CLI Engage to complete the Dyslexia Referral Checklists and track student data online. You can find the Kindergarten DRC located in Wave 3 of TX-KEA. The checklists for 1st and 2nd Grades are located in Wave 2 of TPRI and Tejas LEE.