Dyslexia Information

The Arkansas State Legislature enacted Act 1294 of the 2013 regular 

session to ensure that children with dyslexia have their needs met by all 

Arkansas public school systems. ACT 1268 of 2015 amended parts of 

the original legislation. The legislation defines dyslexia, describes 

required screening and intervention, and lists required actions of the 

state, education cooperatives, and school districts.

Rules Governing How to Meet the Needs of Children with Dyslexia

On July 15, 2016, the Arkansas State Board of Education gave final 

approval to the Arkansas Department of Education Rules Governing 

How to Meet the Needs of Children with Dyslexia. To access these 

rules, which became effective Oct. 3, 2016, please go to 

Commissioner’s Memo COM-17-021: Final Rules - How to Meet the Needs of Children with Dyslexia.

Definition of Dyslexia

The Arkansas Department of Education (Ark. Code Ann. § 6-41-602) defines Dyslexia as a learning disability  that is neurological in origin, characterized by difficulties with accurate and fluent word recognition,  poor spelling and decoding abilities that typically result from the phonological component of language.

This definition is borrowed from the most widely accepted current definition of dyslexia that is used by the International Dyslexia Association: Dyslexia is a specific learning disability that is neurological 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.

Reporting By School Districts

The superintendent of a school district annually shall report the results of the school district screening required  under Ark. Code Ann. § 6-41-603:

1. The dyslexia intervention programs used during the previous school year that were specifically  responsive to assisting students with dyslexia, 

2. The number of students during the previous school year who received dyslexia intervention, and  3. The total number of students identified with dyslexia during the previous school year.

Dyslexia Intervention Program

Students with characteristics of dyslexia should receive an 

appropriate, specialized dyslexia instructional program that:

• Is delivered by a professional who has completed training

in a specific dyslexia program. (Ark. Code Ann. §§ 6-41-

       602; 6-41-605)

• Provides systematic, research-based instruction (Ark. 

Code Ann. § 6-41-602)

• Includes instruction that is multisensory addressing two 

or more sensory pathways during instruction or practice

      (A.C.A § 6-41-602)

• Provides instruction in the essential components of 

reading in a small group or individual setting that 

maintains fidelity of the program that includes phonemic 

awareness, graphophonemic knowledge, structure of the 

English language, linguistic instruction, and strategies for 

decoding, encoding, word recognition, fluency, and 

comprehension (Ark. Code Ann. § 6-41-602)

1. The Dyslexia Intervention Programs used by the Strong-Huttig School District during the 2023-2024 school year:

• Take Flight is designed specifically for individuals who have a language-based learning difference (dyslexia), the 10 – 15% of the population who may be unable to remember two-dimensional symbols, letters, or words easily. These individuals require intervention that utilizes special methods and materials.

Take Flight is a comprehensive, ungraded, structured, and sequential curriculum that utilizes     multisensory techniques for basic instruction in reading, writing, and spelling. Task analysis was used to organize and sequence the following:

• Phonic regularities for reading
• Rules for syllable division
• Spelling
• Other basic linguistic concepts

• Eagle Foundation Services Students using Take Flight
• Additionally, Staff Member Services Students beginning mid-year using Take Flight

We envision a nation that pursues, with wisdom, the well-being of the next generation…

…a nation that values its people and works together to care for its young in 5 important areas of growth:

1. Health & Physical Development
2. Educational Achievement & Intellectual Development
3. Emotional & Behavioral Development
4. Moral & Spiritual Development
5. Economic State

As an umbrella organization, The Eagle Foundation supports endeavors that reach and impact the developing young in the above 5 dimensions of wellbeing.

In everything we do, our goal is twofold:

1. strengthen existing efforts with services that help make a deeper impact,
2. fill gaps by meeting the needs of young people and families that are not being met or not being met to potential.

• Sonday System ® is an Orton-Gillingham based, multisensory, language instruction program for  reading, writing and spelling. This system was chosen as an intervention program for students who  exhibit characteristics of Dyslexia, struggling readers, and English Learners. It consists of the  following:

o Let’s Play Learn ® - Early Childhood and Intervention Let’s Play Learn ® guides the  instruction for pre-reading and early reading skills. It is a core program based on prevention for  preschool through kindergarten, an intervention program for struggling students who need  additional pre-reading skills, English Learners (EL), and Response to Intervention (RTI) models.  

o Sonday System 1 ® - Beginning and Intervention Sonday System 1 ® guides beginning  reading instruction, reading intervention, instruction for English Learners (EL), and Response to  Intervention (RTI) models.  

o Sonday System 2 ® - Intermediate and Intervention Sonday System 2 ® guides the  instruction for intermediate reading, reading intervention, English Learners (EL), and Response  to Intervention (RTI) models. Sonday System 2 ® is a continuation of Sonday System 1 and  guides the instruction for intermediate reading and intervention with emphasis on multisyllabic  words, prefixes, and suffixes.

2. The number of students during the 2022-23 school year who received dyslexia intervention:21 (Note: These are composite totals for the school year. These numbers may not match final numbers on state reports due to  students entering and exiting the district throughout the school year.)

     3. The total number of students identified with dyslexia characteristics during 2023-2024: 5

            The total number of students identified with dyslexia characteristics during 2022-2023: 4

            The total number of students identified with dyslexia characteristics during 2021-2022: 12

Dyslexia Resource Guide

The Arkansas Department of Education has created a Dyslexia Resource Guide to provide guidance for  districts, schools, and teachers in order to effectively meet the requirements of ACT 1268. 

Additional Resources

What is Dyslexia? TedEd video by Kelli Sandman-Hurley

Arkansas Department of Education

International Multisensory Structured Language Education Council

International Dyslexia Association

For further information email Melody McMellon, Dyslexia Interventionist, or call 870-797-2321.