Dyslexia and Related Disorders

Welcome to the Clear Creek Independent School District's Dyslexia and Related Disorders Website!

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. It is updated regularly, so visit often.

Our Mission

The mission of Clear Creek Independent School District’s dyslexia and related services program is to properly identify students with dyslexia and dysgraphia, provide academic support that meets their individual needs and assist the student in developing skills to compensate for any difficulties they may have in order to become successful individuals.

Dyslexia Defined

As defined in TEC §38.003 (The Dyslexia Law):

"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.

Informational Brochures

Dyslexia Brochure
Dysgraphia Brochure
At Home Learning Resources for Students with Dyslexia
Learning Ally
IDA COVID Resource Guide

What If I Suspect My Child Has Dyslexia or Dysgraphia?

First and foremost, discuss your concerns with your child’s classroom teacher. He or she may be able to reassure you that your child is making appropriate progress. If you continue to be concerned about your child’s progress, contact your child’s assistant principal in writing, expressing your concerns. All referrals are processed through the Student Success Team (SST). The SST will meet and decide whether the district suspects dyslexia or dysgraphia. If so, your child will be referred for a dyslexia or dysgraphia assessment as well as evaluation for either Section 504 or Special Education. If your child is currently eligible for either Section 504 or Special Education, please contact the appropriate committee with your concerns.

Charlotte LeBlanc

Instructional Specialist, Dyslexia and Related Services

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