Dyslexia and Related Disorders
Welcome! This website is designed to share information with parents, guardians, students and anyone else interested in dyslexia, dysgraphia, reading and the CCISD dyslexia and related disorders program.
Dyslexia Definition & Texas Dyslexia Law
TEC §38.003 (The Dyslexia Law) definition of dyslexia states:: "Dyslexia” means a disorder of constitutional origin manifested by a difficulty in learning to read, write, or spell, despite conventional instruction, adequate intelligence, and socio-cultural opportunity.
“Related disorders” includes disorders similar to or related to dyslexia, such as developmental auditory imperception, dysphasia, specific developmental dyslexia, developmental dysgraphia, and developmental spelling disability.
The International Dyslexia Association’s definition of dyslexia states: 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.
Dysgraphia is a neurodevelopmental disorder manifested by illegible and/or inefficient handwriting due to difficulty with letter formation. This difficulty is the result of deficits in graphomotor function (hand movements used for writing) and/or storing and retrieving orthographic codes (letter forms) (Berninger, 2015).
Secondary consequences may include problems with spelling and written expression. The difficulty is not solely due to lack of instruction and is not associated with other developmental or neurological conditions that involve motor impairment.
What If I Suspect My Child Has Dyslexia or Dysgraphia?
The identification and intervention process for dyslexia and/or dysgraphia is multifaceted. These processes involve both state and federal requirements that must be followed. The evaluation and identification process for students suspected of having dyslexia is guided by the Individuals with Disabilities Education Act (IDEA). The first step is to discuss your concerns with your child’s teacher. If you have continued concerns, you may request an evaluation by contacting an administrator at your child’s school. You will be notified in writing of the district’s plan to assist your child.
Learn more about procedures concerning Dyslexia and Related Disorders
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.
The Texas Assessment Program is a statewide testing program that includes State of Texas Assessments of Academic Readiness (STAAR®), STAAR Spanish, and STAAR Alternate 2. In addition, online embedded supports (i.e., content and language supports, oral administration via text-to-speech, speech-to-text, and spelling assistance) are available on STAAR for eligible students. Information about these embedded supports and other designated supports can be found on the Accommodation Resources webpage.
Information about the Texas English Language Proficiency Assessment System (TELPAS) and TELPAS Alternate appear on separate web pages.
Learn more about Assessments for Students with Disabilities
Dyslexia and Vision
Clear Creek ISD does not support the use of colored overlays or vision therapy to alleviate dyslexia or other reading difficulties.
CCISD Position Statement on Scotopic Sensitivity/Irlen Syndrome