ESBD_File_330958_Reading Interventions and Dyslexia Instruction Worksheet FINAL DRAFT.docx
DOCX document 20 KB Posted
- Solicitation number
- 701-23-027
- Issued by
- Travis County, Austin City, Texas
About this file
This document is an attachment to a Request for Information (RFI) issued by the Texas Education Agency (TEA) regarding reading interventions, curriculums, and platforms, as well as dyslexia instruction, curriculums, and platforms. The RFI is intended to gather information that could potentially be used to inform a future solicitation or purchase, but no contracts will be awarded through this process. The RFI covers a range of jurisdictions, including Travis County and the City of Austin. The document provides a worksheet for respondents to provide information on how their products and services address various criteria related to the components of reading, dyslexia instruction, and instructional delivery.
The pricing terms, set-asides, incumbents, funding sources, and other financial details are not provided in the document. The RFI is focused on gathering information from the market to inform future procurement decisions, rather than conducting an actual procurement at this time.
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Attachment B: Reading Interventions and Dyslexia Instruction Worksheet Please provide a brief description (one paragraph or less) of the product and how it is delivered (only physical materials, only software/online platform, combination of software and physical materials).
Interventions that align to 5 components of Reading
| Criteria |
| Is it addressed? Y/N |
| Please provide information regarding how these criteria are addressed. |
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
Materials align with current and confirmed research in reading and cognitive science practices– (Materials do not teach word recognition through visual memory, guessing, the shape of the word, or the use of pictures or context clues to decode words.)
| Criteria |
| Is it addressed? Y/N |
| Please provide information regarding how these criteria are addressed. |
Research cited and used in the development of the materials is based on the Science of Teaching Reading.
Materials provide direct (teacher lead), explicit (step by step), and systematic instruction with predictable letter-sound correspondences.
Materials provide direct, explicit, and systematic instruction in decoding and encoding words, including word analysis (e.g., syllables, morphemes).
Materials include connected text for the building of accuracy, fluency, prosody, and comprehension.
Materials help students recognize irregular words by isolating the letter(s) that do not follow the regular pattern for reading and provide direct, explicit, and systematic steps for discovery.
Materials include a variety of complex texts to build knowledge and vocabulary.
Instructional reading components from dyslexia handbook (starting on pg. 39)
| Criteria |
| Is it addressed? Y/N |
| Please provide information regarding how these criteria are addressed. |
Phonological awareness
Sound-symbol association
Syllabication
Orthography
Morphology
Syntax
Reading comprehension
Reading fluency
Instructional delivery from dyslexia handbook (starting on pg. 42)
| Criteria |
| Is it addressed? Y/N |
| Please provide information regarding how these criteria are addressed. |
Simultaneous, multisensory (VAKT)
Systematic and cumulative
Explicit instruction
Diagnostic teaching to automaticity
Synthetic instruction
Analytic instruction
Instructional Intervention Considerations for Emergent Bilingual Students with Dyslexia
| Criteria |
| Is it addressed? Y/N |
| Please provide information regarding how these criteria are addressed. |
Program, curriculum, or instruction provides intervention in other languages
Materials include guidance, scaffolds, supports, and extensions that maximize student learning potential.
File details come from the government source that posted it. Updated .