Compilation of Rules and Regulations of the State of Georgia › Department 505 - PROFESSIONAL STANDARDS COMMISSION › Chapter 505-3 - EDUCATOR PREPARATION RULES › Rule 505-3-.112 - Dyslexia Endorsement

Current through Rules and Regulations filed through
			 June 27, 2024
(1)
Purpose
. This rule states field-specific content standards for
			 approving endorsement programs that prepare individuals to recognize the
			 characteristics of dyslexia and support students with dyslexia in the field and
			 at the grade levels of their base certification and supplements requirements in
			 GaPSC Rule
			 505-3-.01 REQUIREMENTS AND STANDARDS
			 FOR APPROVING EDUCATOR PREPARATION PROVIDERS AND EDUCATOR PREPARATION
			 PROGRAMS.
(2)
Definitions
.
(a)
Articulatory
: Motor movements that are involved in the
			 production of speech sounds.
(b)
Curriculum-Based Measures (CBMs)
: A set of
			 individually administered, standardized procedures designed to assess basic
			 skills in reading, mathematics, writing, and spelling.
(c)
Dyslexia
: A
			 specific learning disability that is neurobiological 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.
(d)
Expressive
			 Language
: Ability to speak and understand language. It encompasses
			 verbal and nonverbal communication skills and how an individual uses language.
			 Expressive language skills include facial expressions, gestures,
			 intentionality, vocabulary, semantics (word/sentence meaning), morphology, and
			 syntax (grammar rules).
(e)
Morphology
: The study of how the aspects of language
			 structure are related to the ways words are formed from prefixes, roots, and
			 suffixes, and how words are related to each other to understand meanings of
			 words and word combination.
(f)
Multisensory and Multimodal Language-learning
			 Techniques
: Use of two or more sensory pathways (auditory, visual,
			 kinesthetic, and tactile).
(g)
Orthographic
: The ability to perceive and manipulate
			 aspects of a writing system and the visual aspects of reading and spelling,
			 such as letter, letter patterns, and words.
(h)
Phonics
: The
			 understanding and use of the alphabetic principle, that there is a predictable
			 relationship between phonemes (the sounds in spoken language) and graphemes
			 (the letters that represent those sounds) in written language and that this
			 information is used to decode and spell words.
(i)
Phonemic
			 Awareness
: The most complex of phonological awareness skills. It
			 is the ability to notice, think about, and work with the individual phonemes
			 (sounds) in spoken words. The ability to recognize that a spoken word consists
			 of a sequence of individual sounds and the ability to manipulate individual
			 sounds.
(j)
Phonological Awareness
: Encompasses a broad spectrum
			 of processes that comprise a range of understandings related to large chunks of
			 speech (e.g., words within sentences, syllables within words), as well as
			 phonemes (sounds) within words.
(k)
Phonological Sensitivity
: Phonemic and phonological
			 awareness difficulties.
(l)
Receptive Language
: Ability to understand words and
			 language. Involves attention, listening, and processing the message to gain
			 information. Areas of receptive language skills include attention, receptive
			 vocabulary, following directions, and understanding questions.
(m)
Semantic
:
			 Ability to understand meanings of words and word combination.
(n)
Syntactic
:
			 Ability to arrange words in sentences.