Welcome to the Clear Creek Independent School District's Dyslexia Website!
This website is designed to share information with parents, guardians, students and anyone else interested in dyslexia, reading and the CCISD dyslexia program. It is updated regularly, so visit often.
The mission of Clear Creek Independent School District’s dyslexia program is to properly identify students with dyslexia, 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.
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.
Common Risk Factors of Dyslexia
Common Risk Factors of Dyslexia, Kindergarten and First Grade
Common Risk Factors of Dyslexia, Second and Third Grades
Common Risk Factors of Dyslexia, Fourth through Sixth Grades
Common Risk Factors of Dyslexia, Intermediate and High School
What If I Suspect My Child Has Dyslexia?
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 recommend intervention strategies for the classroom teacher to use in order to help your child. Based on the results of these interventions, your child may or may not be referred on to dyslexia testing, 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.
Dyslexia in the News
Inside the Dyslexic Brain (video)
Dyslexic Entrepreneurs - Why They Have a Competitive Edge
Dyslexia and Spelling: The Chicken or the Egg?
Understanding Dyslexia and the Reading Brain in Kids
Dyslexia not linked to eyesight
International Dyslexia Association
Dyslexia Fact Sheets
Houston Branch, International Dyslexia Association
Dyslexia Defined Booklet
International Dyslexia Associations Fact Sheets
Literature & Publications
- Adams, M. (1990). Beginning to Read: Thinking and learning about print. Boston: MIT Press.
- Hall, S. & Moats. L. (2002). Parenting a Struggling Reader. New York: Broadway Books.
- Levine, M. (2005). Ready or Not, Here Life Comes. New York: Simon & Schuster.
- Marshall, A. (2004). The Everything Parent’s Guide to Children with Dyslexia. Avon, MA: F+W Publications, Inc.
- Moats, L. C. and Dakin, K. E. (2008). Basic Facts About Dyslexia and Other Reading Problems. Baltimore, MD: The International Dyslexia Association.
- Shaywitz, S. (2003). Overcoming Dyslexia. New York: Knopf.
- Trelease, J (1995). The Read Aloud Handbook. New York: Penguin Books.
Section 504 and Dyslexia Coordinator