2018–2019: 194,225 students in Texas identified with dyslexia
2023–2024: 329,247 students in Texas identified with dyslexia
Change: 70 percent increase in five years (Texas Education Agency data reported by San Antonio Express-News, 2024).
This rise is not simply a statistic. It reflects progress in awareness, policy, and practice that is helping more children receive the support they need.
Why the Increase?
Several factors explain this rapid growth in identification:
- Greater Awareness and Legislative Action
Texas has implemented stronger state requirements for dyslexia screening and intervention. House Bill 3928, passed in 2023, requires individualized plans for students with dyslexia and ensures accountability in services provided by school districts (Houston Chronicle, 2024). - Improved Screening Practices
Early screening requirements, including checks in kindergarten and first grade, have increased the likelihood of identifying students who might otherwise have been overlooked (Houston Chronicle, 2024). - Professional Training and Public Understanding
Teachers are receiving more professional development in structured literacy and dyslexia identification. Families are also more willing to seek evaluations, recognizing that dyslexia is a difference in how the brain processes language, not a measure of intelligence (International Dyslexia Association, 2002). - Reduced Stigma
Increased public dialogue has made families more comfortable requesting evaluations, resulting in more accurate representation of the actual prevalence of dyslexia.
Why It Matters
The growth in identification means that more students can receive targeted instruction. Research consistently shows that students with dyslexia benefit from explicit, systematic, and multisensory reading instruction (Orton-Gillingham Academy, 2024). Early intervention is linked to stronger reading achievement and better long-term academic outcomes (Torgesen, 2005).
However, the rising numbers also create challenges. Districts must ensure adequate staffing, specialized teacher training, and funding for evidence-based programs. Without these supports, identification alone does not guarantee improved outcomes.
Supporting Research
- Prevalence: Dyslexia is estimated to affect 5 to 17 percent of the population, depending on definitions and diagnostic practices (Shaywitz, 1998).
- Effective Instruction: Orton-Gillingham based approaches have been shown to significantly improve word recognition and reading fluency for students with dyslexia (Joshi et al., 2002).
- Early Intervention: Studies confirm that early, explicit instruction in phonological awareness and phonics is critical. Students who receive intervention by first grade are far less likely to experience severe reading difficulties later (Torgesen, 2005).
Looking Ahead
A 70 percent increase in dyslexia identification represents progress in ensuring that students are no longer invisible. The task ahead is to guarantee that this recognition is paired with high-quality intervention.
Texas educators, administrators, and policymakers must continue to:
- Expand training in structured literacy
- Increase staffing of dyslexia specialists
- Ensure equity in assessment for bilingual and diverse learners
- Invest in ongoing evaluation of student progress
Each identified student is a step closer to a future where literacy is within reach for all.
References
Houston Chronicle. (2024, May 16). Bilingual dyslexia programs may suffer as federal funding runs dry. Retrieved from: https://www.houstonchronicle.com/news/houston-texas/education/article/bilingual-dyslexia-federal-cuts-20266594.php
San Antonio Express-News. (2024, June 10). Texas school districts cope with surge in students diagnosed with dyslexia. Retrieved from: https://www.expressnews.com/news/education/article/san-antonio-school-districts-cope-surge-dyslexic-20038726.php
International Dyslexia Association. (2002). Definition of Dyslexia. Retrieved from: https://dyslexiaida.org/definition-of-dyslexia
Joshi, R. M., Dahlgren, M., & Boulware-Gooden, R. (2002). Teaching reading in an inner city school through a multisensory teaching approach. Annals of Dyslexia, 52(1), 229–242. https://doi.org/10.1007/s11881-002-0011-9
Orton-Gillingham Academy. (2024). What is the Orton-Gillingham Approach? Retrieved from: https://www.ortonacademy.org/approach
Shaywitz, S. (1998). Current concepts: Dyslexia. New England Journal of Medicine, 338(5), 307–312. https://doi.org/10.1056/NEJM199801293380507
Torgesen, J. K. (2005). Preventing reading difficulties in young children with phonological processing disabilities: Group and individual responses to instruction. Journal of Learning Disabilities, 38(6), 505–512. https://doi.org/10.1177/00222194050380060401
