Dyslexia Guidelines Work GroupInformation about the Dyslexia Guidelines Work Group members, archived meetings, current law, and related documents and organizations.
Assembly Bill (AB) 1369, Statutes of 2015, required the Superintendent of Public Instruction to develop and to complete in time for use no later than the beginning of the 2017-18 academic year, program guidelines for dyslexia. The guidelines are to be used to assist regular education teachers, special education teachers, and parents to identify and assess pupils with dyslexia, and to plan, provide, evaluate, and improve educational services to pupils with dyslexia.
For purposes of writing the guidelines, the bill also required the California Department of Education (CDE) to consult with teachers, school administrators, other educational professionals, medical professionals, parents, and other professionals involved in the identification and education of pupils with dyslexia.
In addition, the CDE has created an e-mail box through which the public can send questions or comments pertaining to the dyslexia guidelines. That e-mail address is Dyslexia@cde.ca.gov.
The full text of AB 1369 is available on the California Legislative Information Web site .
The California Dyslexia Guidelines (PDF; 2MB; Updated 04-Mar-2019)
AB 1369, Statutes of 2015, required the Superintendent of Public Instruction to develop program guidelines for dyslexia. The guidelines are to be used to assist regular education teachers, special education teachers, and parents to identify and assess pupils with dyslexia, and to plan, provide, evaluate, and improve educational services to pupils with dyslexia.
The guidance contained in California Dyslexia Guidelines is not binding on local educational agencies or other entities. Except for the statutes, regulations, and court decisions that are referenced, the document is exemplary, and compliance with it is not mandatory. (See Education Code Section 33308.5.)
The following tables are included in the California Dyslexia Guidelines. Web versions of the tables are provided to enhance accessibility to assistive technologies that are often used by persons with disabilities.
- Table 6.1. Relationship of error patterns to potential language processing deficits
- Table 6.2. Relationship of error patterns to potential memory deficits
- Table 6.3. Relationship of error patterns to potential attention and depth of processing deficits
Dyslexia Guidelines Work Group Members
Dyslexia Guidelines Work Group Meeting Agendas
- March 24, 2017 Agenda
Dyslexia Guidelines Work Group Archived Webcasts
Dear Colleague: Dyslexia Guidance letter (PDF) dated October 23, 2015, from the Office of Special Education and Rehabilitative Services on the unique educational needs of children with dyslexia and other conditions identified as specific learning disabilities.
Senate Resolution 275 is a resolution calling on Congress, schools, and state and local educational agencies to recognize the significant educational implications of dyslexia that must be addressed and designating October 2015 as "National Dyslexia Awareness Month".
Senate Resolution 576 is a resolution calling on Congress, schools, and state and local educational agencies to recognize the significant educational implications of dyslexia that must be addressed and designating October 2016 as "National Dyslexia Awareness Month".
Additional sources of information about educating students with dyslexia.
International Dyslexia Association
According to its mission statement, the IDA is an association that actively promotes effective teaching approaches and related clinical educational intervention strategies for dyslexics. It supports and encourages interdisciplinary research. It facilitates the exploration of the causes and early identification of dyslexia and is committed to the responsible and wide dissemination of research-based knowledge.
Decoding Dyslexia California
According to its Web site, “Decoding Dyslexia CA is a grassroots movement driven by California families, educators and dyslexia experts concerned with the limited access to educational interventions for dyslexia and other language-based learning disabilities within our public schools.”