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May 23, 2022

Several Granbury ISD students were honored for mastering the school district’s dyslexia program on May 20, 2022, in the GISD Administration Building.

The 56 students from Granbury High School, Acton Middle School, Granbury Middle School, and STEAM Academy at Mambrino completed a multi-year program through the Multisensory Teaching Approach.  Around three hundred GISD students are involved with the program and receive specialized instruction from a group of dyslexia teachers and aides.

Students honored were:

  • Granbury High School – Paige Baca, Nathon Haney, Angelica Lawrence, Isabella Olvera, Dexter Pritchett
  • Acton Middle School – Daniel Atkins, Aubrey Baker, Kaylee Barbee, Paxton Bledsoe, Holden Bollero, Bowen Bratcher, Levi Bridge, Christian Carrillo, Lana Dockery, Khamaria English, Elizabeth Erwin, Porter Brandr Graves, Charles Wyatt Gray, Landree Harrington, Eli Hull, Calob Kemp, Charlie Melancon, Jentzen Moore, Jesse Moore, Melissa Negrete, Preston Overfield, Katie Pigg, Garrett Pope, Braxton Reeves, Bailey Roy, Joseph Saucedo, Michaela Sulak, Kaleb Vaughn, MaKenzie Youngblood
  • Granbury Middle School – Kassandra Aldridge, Emma Alvarado, Leevi Armstrong, Ahnnikah Buehler, Blake Catron, Isabella Celmo, Twilight Cline, Sebastian Falcon, Brooklyn Haney, Jordan Hegwood, Coy Hill, Easton Kissinger, Camila Limon,       Pennylane Roper, Presley Thomas, Johnathan Vetter, Grace Waits, Tiffany Walma, Kadin Whiteside
  • STEAM Academy at Mambrino – Trystin Adams, Paxton Haile, Madeline Hamilton

Leading the ceremony was GISD curriculum coordinator Wendy Gandy. 

According to the International Dyslexia Association, the condition is a specific learning disability that is neurological in origin and is characterized by difficulties with accurate word recognition and by poor spelling and decoding abilities.  Individuals may struggle with reading, which can impede growth of vocabulary and background knowledge. 

MTA is a research-based program for the remediation of dyslexia and other reading disabilities. It follows research begun at Texas Scottish Rite Hospital in 1965 and provides a proven approach to teaching reading, spelling, and handwriting to students who require a structured, multisensory presentation. Reliable reading and spelling patterns in the English language are taught using multisensory discovery techniques that are intensive, systemic, and sequential.