EBISD utilizes Reading by Design, an evidence-based dyslexia intervention curriculum developed by Region 4. This intervention follows an intensive, explicit, and cumulative design for remediation of reading and writing skills at all grade levels.

This comprehensive program addresses the following components:

• phonological awareness

• sound-symbol association,

• six syllable types,

• six syllable types,

• written spelling patterns,

• morphology,

• syntax,

• reading fluency, and

• comprehension.

Progress monitoring and review lessons are embedded throughout the program to inform student progress and promote reading and writing automaticity. Reading by Design may be used with students in kindergarten through grade 12 in a small, homogeneous group setting. (Teacher training required.)

EBISD implements the program based on Region 4's Fidelity Statement.

TEC §38.003 defines dyslexia and related disorders in the following way:

“Dyslexia” means a disorder of constitutional origin manifested by a difficulty in learning to read, write, or spell, despite conventional instruction, adequate intelligence, and sociocultural opportunity. “Related disorders” include disorders similar to or related to dyslexia, such as developmental auditory imperception, dysphasia, specific developmental dyslexia, developmental dysgraphia, and developmental spelling disability.

The International Dyslexia Association defines “dyslexia” in the following way:

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. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.