In schools, the words dyslexia and characteristics of dyslexia are often used interchangeably. That small mix-up can create big problems: delayed support, confusion for families, and missed opportunities to intervene early—when reading growth is most responsive to targeted instruction.
As a company that provides online therapy services to schools, TinyEYE works alongside educators and student support teams who are trying to do the right thing with the information they have—quickly, accurately, and in a way that protects students’ access to instruction. The good news is that Tennessee’s guidance (July 2024) offers a clear framework for understanding what schools must do, what families can request, and how support plans differ depending on whether a student has characteristics of dyslexia or meets eligibility for dyslexia as a specific learning disability.
This post breaks it down in plain language, with practical implications for school teams.
Why the distinction matters
When a student struggles to read, adults naturally want a clear label and a clear plan. But in Tennessee guidance, “characteristics of dyslexia” is not the same thing as “dyslexia” as a disability determination under IDEA. These terms point to different processes, different documentation, and sometimes different legal protections.
- Characteristics of dyslexia refers to a student profile showing risk indicators and deficits in foundational literacy skills. It signals a need for targeted intervention within the RTI2 framework.
- Dyslexia is an accepted term for a specific learning disability (SLD) in basic reading and/or reading fluency, determined through a special education evaluation process when there is suspected disability and adverse educational impact.
In other words: one is an instructional identification that drives intervention; the other is a disability eligibility determination that may drive specialized instruction and formal protections.
Characteristics of dyslexia: what schools screen for
Under Tennessee law (T.C.A. § 49-1-229), local education agencies (LEAs) must have procedures for screening for characteristics of dyslexia as part of the universal screening process. Importantly, screening is not limited to the universal screener alone—parents, teachers, or counselors can request screening when other risk indicators exist, even if the student did not “flag” on the universal assessment.
Tennessee guidance highlights seven areas commonly associated with dyslexia:
- Phonological awareness
- Phonemic awareness
- Alphabet knowledge
- Sound symbol recognition
- Decoding skills
- Encoding skills
- Rapid Automatized Naming (RAN)
When a student flags for reading risk on the universal reading screener (URS), schools may administer additional survey-level assessments as needed. The purpose is to determine whether the student’s reading profile reflects characteristics of dyslexia or other foundational literacy skill deficits that affect word-level reading (not primarily comprehension).
A key point that reduces confusion
“Characteristics of dyslexia” is not an identified learning disability. It is a description of a reading profile that indicates risk and need for intervention.
This matters because families sometimes hear “characteristics of dyslexia” and assume it automatically triggers special education evaluation or an IEP. Tennessee guidance clarifies that identification with characteristics of dyslexia does not automatically trigger Child Find obligations unless other data suggests a suspected disability or the student is referred for an initial evaluation for special education or a Section 504 plan.
What support looks like for characteristics of dyslexia (RTI2)
All students identified with characteristics of dyslexia must receive a dyslexia-specific intervention in Tier II or Tier III within the RTI2 framework (T.C.A. § 49-1-229(c)(3)). This is a strong statement: the identification is meant to lead to action, not just documentation.
Schools should also develop a Student Intervention Plan (SIP) outlining:
- The student’s targeted areas of need
- The intervention being provided
- How progress will be monitored over time
Some students may meet criteria for a specific type of SIP called an Individualized Learning Plan for Characteristics of Dyslexia (ILP-D) (State Board of Education Rule 0520-01-22-.02(1)).
Practical implication for school teams
If a student is identified with characteristics of dyslexia, the most urgent question is not “Do they have dyslexia?” but “Are we delivering the right intervention with the right intensity, and are we monitoring progress frequently enough to know it’s working?”
This is where consistent implementation matters: intervention minutes, group size, fidelity, and data review cycles can determine whether a student catches up or continues to struggle.
Dyslexia: when it becomes a special education (IDEA) question
Dyslexia, by accepted definition (International Dyslexia Association, 2002), is a specific learning disability. Under IDEA, dyslexia is not its own eligibility category; instead, it falls under Specific Learning Disability (SLD) in basic reading and/or reading fluency. Tennessee explicitly mentions dyslexia within its adopted definition of SLD (State Board of Education Rule 0520-01-09-.03(13)(a)).
Under IDEA, a student must be referred for evaluation when there is a suspected disability that causes an adverse educational impact (34 C.F.R. § 300.111(c)). If the IEP team agrees disability is suspected, the school conducts a comprehensive evaluation and considers the two-prong eligibility standard:
- The student is identified with a qualifying disability.
- The disability adversely impacts educational performance, and the student requires specialized instruction that cannot be provided through general education alone.
If eligible, the student is served through an Individualized Education Program (IEP) and is protected by IDEA procedural safeguards.
IEP vs. Section 504 for dyslexia: how schools decide
Not every student with dyslexia requires specialized instruction through special education. Tennessee guidance notes that a student with dyslexia might instead be served through a Section 504 Plan when the student does not need specialized instruction to benefit from general education, but does need accommodations to access the curriculum.
In practice, school teams often consider:
- Instructional need: Does the student require specially designed instruction, or can evidence-based intervention in general education meet the need?
- Access need: Are accommodations (for example, testing supports) sufficient to provide equitable access?
- Data trend: Is the student making adequate progress with intervention, or does the gap persist despite well-implemented support?
Whether the pathway is IEP or 504, the decision should be based on current, valid data and individualized need—not on the label alone.
A quick comparison schools can use in team meetings
When you’re in a problem-solving meeting and the conversation starts to blur, it helps to anchor back to the core differences described in Tennessee guidance:
- Characteristics of dyslexia: deficits in foundational literacy skills; identified through universal screening, survey-level assessments, and other student data; needs can often be met in general education with evidence-based interventions and classroom supports.
- Dyslexia under IDEA: SLD in basic reading and/or reading fluency; identified learning disability; eligibility determined by IEP team after referral and comprehensive evaluation; requires specialized support beyond general education alone; includes specially designed instruction plus classroom and testing accommodations.
Where TinyEYE fits: strengthening implementation, access, and follow-through
Even with clear guidance, schools face real constraints: staffing shortages, scheduling challenges, and uneven access to specialists. Online therapy and related services can help schools maintain consistent support and reduce service gaps—especially when students need coordinated intervention, progress monitoring, and collaboration across teams.
When schools partner with providers like TinyEYE, the goal is not to replace school-based expertise, but to extend capacity so that:
- Students receive services on schedule, with fewer interruptions.
- Teams can align intervention targets with screening and progress data.
- Families receive clearer communication about what the school is doing and why.
- Documentation supports RTI2 decision-making and, when appropriate, evaluation pathways.
What to do next: a simple action checklist
- Confirm your universal screening procedures include characteristics of dyslexia, as required.
- When a student flags on URS (or when concerns persist), use survey-level assessments to clarify the word-level skill profile.
- Ensure dyslexia-specific intervention is delivered in Tier II or Tier III, with fidelity.
- Create or update the SIP (and ILP-D when applicable) with measurable goals and progress monitoring.
- If data suggests suspected disability with adverse educational impact, follow IDEA referral and evaluation procedures.
- Consider whether the student’s needs are best met through general education intervention, a Section 504 plan, or an IEP—based on data.
For more information, please follow this link.
