Dyslexia and Related Disorders Program

Dyslexia and Related Disorders Program

Both dyslexia and dysgraphia are conditions of varying degrees, therefore the needs of each student with dyslexia and/or dysgraphia are different. Some students may not have any needs, some may require direct instruction and Section 504 accommodations, and yet others have severe dyslexia or dysgraphia and need specially designed instruction including a modified curriculum and accommodations.

CCISD is proud of our dyslexia and related disorders program. We have dyslexia teachers assigned to each campus to provide services to students who are referred for a dyslexia and/or dysgraphia evaluation or have been identified with dyslexia and/or dysgraphia. These services include:

  • Assessment for dyslexia and/or dysgraphia;
  • Standard Protocol Dyslexia Instruction;
  • Instruction for dysgraphia;
  • Recommendations to Section 504 and ARD committees regarding appropriate accommodations and support for students identified with dyslexia and/or dysgraphia;
  • Collaboration with classroom teachers to better meet the needs of the students;
  • Providing resources to student and parents to support needs in and out of school;
  • Monitoring student progress.

Standard Protocol Dyslexia Instruction

For the student who has not benefited from the research-based core reading instruction, the components of instruction will include additional standard instruction as appropriate for the reading needs of the student with dyslexia. It is important to remember that while intervention is most preventative when provided in kindergarten and first grade, older children with reading disabilities will also benefit from focused and intensive remedial instruction.

Instructional decisions for a student with dyslexia must be made by a committee (§504 or ARD) that is knowledgeable about the instructional components and approaches for students with dyslexia. In accordance with 19 TAC §74.28(c), districts shall purchase or develop a reading program for students with dyslexia and related disorders that incorporates all the components of instruction and instructional approaches described in the Dyslexia Handbook.

At the elementary level, direct instruction is provided in small groups in a pull-out model (the student leaves the classroom to receive specialized instruction). The scope and sequence of the standard protocol dyslexia instruction program takes approximately two to three years to complete.

For students who have completed the majority of the elementary dyslexia instruction program and continue to require instructional support, or students identified late in their academic career, instruction is also offered at the intermediate school level. This instruction is provided in a pull-out model where the student is pulled from an elective course to receive instruction. The instruction at the intermediate level typically takes one year to complete.

Few students continue to require direct instruction at the high school level. However, if it is necessary, the student will be assigned a reading class with a trained teacher in place of an elective. This instruction usually takes one to two semesters to complete.

Both the teacher of dyslexia and the regular classroom teacher should provide multiple opportunities to support intervention and to strengthen these skills; therefore, responsibility for teaching reading and writing must be shared by classroom teachers, reading specialists, interventionists, and teachers of dyslexia programs.

Instruction for Dysgraphia

see the dysgraphia page


By receiving specialized instruction that contains the components described in the Dyslexia Handbook, the student with dyslexia and/or dysgraphia is better equipped to meet the demands of grade-level or course instruction. In addition to specialized instruction, accommodations provide the student with dyslexia and/or dysgraphia effective and equitable access to grade-level or course instruction in the general education classroom.

Accommodations are changes to materials, actions, or techniques, including the use of technology, that enable students with disabilities to participate meaningfully in grade-level or course instruction. The use of accommodations occurs primarily during classroom instruction as educators use various instructional strategies to meet the needs of each student. A student may need an accommodation only temporarily while learning a new skill, or a student might require the accommodation throughout the school year or over several years. Accommodations are not a one size fits all; rather, the impact of dyslexia and/or dysgraphia on each individual student determines the accommodation.

Listed below are examples of reasonable classroom accommodations:

  • Copies of notes (e.g., teacher- or peer-provided)
  • Additional time on class assignments and tests
  • Fewer items given on a classroom test or homework assignment without eliminating concepts, or student planner to assist with assignments
  • Priority seating assignment
  • Oral reading of directions or written material
When making decisions about accommodations, instruction is always the foremost priority. Not all accommodations used in the classroom are allowed during a state assessment. However, an educator’s ability to meet the individual needs of a student with dyslexia and/or dysgraphia should not be limited by whether an accommodation is allowable on a state assessment. 

Dyslexia and Vision

Clear Creek ISD does not support the use of colored overlays or vision therapy to alleviate dyslexia or other reading difficulties. For more information on this topic, go to:

CCISD Position Statement on Scotopic Sensitivity/Irlen Syndrome
Do Vision Problems Cause Dyslexia?
False Claims Mislead about Dyslexia Treatment

Irlen Colored Overlays Do Not Alleviate Reading Difficulties
Learning Disabilities, Dyslexia and Vision
Louisa Moats Debunks Five Popular Myths about Dyslexia
When Educational Promises Are Too Good To Be True
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