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Dyslexia is a specific learning disability that is microbiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities.  Specific Learning Disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may have manifested itself in the imperfect ability to listen, think, speak, read, write, spell or to do mathematical calculations...
CA Department of Education
CA Dyslexia Guidelines, 2017 pg. 3


Dyslexia is a specific learning disability in which people struggle to process written language. Dyslexia is not an indicator of intelligence; neither is it confined to mirroring text. Children who struggle with symptoms of dyslexia often have difficulty manipulating individual sounds in words. They may confuse the directionality of letters or vocabulary, or they may have difficulty copying information from a book. For children with dyslexia, reading is a challenge, not an enjoyable leisure-time activity. Often the omission or substitution of words in text creates comprehension issues, while their phonemic skills create problems in fluency and spelling. While dyslexia must be professionally diagnosed with appropriate testing, it is important for parents and teachers to be aware of its symptoms. Students who struggle with dyslexia usually perform at normal to high levels in other subject/skill areas. Often recognizing the discrepancy between a student’s IQ (learning potential) and performance (test scores) is a good indication that the child may need specific language testing. If you would like information about testing your child for dyslexia, we would be happy to recommend area screeners who are Slingerland® certified. This methodology is a simultaneous, multi-sensory, structured approach for teaching language arts to dyslexic students in the classroom. Please contact our front office with questions.


Some or all of these symptoms may be manifested in a child struggling with dyslexia.

  • difficulty manipulating individual sounds within words.

  • confusion in directionality with letters, numbers, or vocabulary such as under, over, first, third, yesterday, or tomorrow.

  • messy handwriting.

  • difficulty copying information from a book or the board.

  • omitting words, substituting words, or leaving off endings during reading.

  • not choosing reading as a leisure -time activity .

  • difficulty recalling whole words, a person’s name, or the name of an object.

  • difficulty following directions.

  • failing to complete assignments or working slowly.

  • trouble organizing thoughts and writing them down.

  • no “bank” of spelling words to rely on from the standard Friday spelling tests.


No, dyslexia cannot be cured. But people can thrive once they learn how to prosper with it. This takes training and guidance in a nurturing environment.


An Individual Education Plan (IEP) is a tool for families, schools, and providers to meet the unique needs of students with identified disabilities. It encompasses goal setting, planning, evaluation, and progress monitoring to ensure students are receiving the education and supports necessary to transition into successful college, career, and/or living.

As a private special education school in the state of California, Stellar Academy works with area families and schools to develop and implement student IEPs. A staff member from Stellar will attend one IEP meeting per student each year at no cost to the family. As our students become ready to transition out of Stellar Academy, our director will assist their families with creating a transition plan


Did you know that dyslexia impacts approximately 20% of the overall population? According to this information, over one million students in California public schools deal with dyslexia. However, through the efforts of the dyslexic community and those in government, Governor Jerry Brown signed AB 1369 into law in October of 2015. “AB 1369 will allow proper identification and appropriate evidence-based remediation for dyslexic students. This is an important first step in getting our kids the help they need to learn to read, write, and spell at grade-level and experience educational success,” stated Tobie Meyer, Decoding Dyslexia CA Lead Legislative Member.


Please make use of these local and national resources as necessary:

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