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Dyslexia

Dyslexia Information and Resources

The International Dyslexia Association defines "dyslexia" as 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. (Adopted by the International Dyslexia Association Board of Directors, November 12, 2002)

Students identified as having dyslexia typically experience primary difficulties in phonological awareness, including phonemic awareness and manipulation, single-word reading, reading fluency, and spelling. Consequences may include difficulties in reading comprehension and/or written expression. These difficulties in phonological awareness are unexpected for the student’s age and educational level and are not primarily the result of language difference factors. Additionally, there is often a family history of similar difficulties.

LCISD provides intensive, specialized support to students who have been identified as dyslexic. The interventions are delivered though a set of lessons that efficiently teaches the foundational skills that lead to strong decoding and fluent reading. The lessons systematically teach the essential phonics structures that unlock the English code in both simple and complex words. While the focus of program is word study (phonics and phonemic awareness), there is a high rate of transfer to students’ skills in other areas of reading, such as fluency and comprehension.

 

 

Parent Resources

IDEA Rights Overview form in English

IDEA Rights Overview form in Spanish

Special Education Resources (contact campus reading interventionist for login information)

Talking Book Program  (Talking Books)

Director of Dyslexia and Section 504
Jenia Bates
jenia.bates@lcisd.org| 832-223-0407

Dyslexia Specialist
2025-26
Elementary Name
Adolphus Kelley Falleroni
Arredondo Catherine Clark
Austin Sandra Salazar
Beasley Rosa Castro
Bentley Christy Laczkowski
Bowie Karla Davis
Campbell Katie Burks
Carter Tabitha Vasquez
Culver Aimee Santos
Dickinson Leslie Norra
Faggert Emily Rocha
Frost Rachel Castillo
Gray Alisha Trevathan
Haygood Dakota Burns
Hubenak Alice Heckman
Huggins Marisa Caldwell
Hutchison Marci Berens
Jackson Lisa Godwin
Lindsey Megan Cavazos 
Long Kimberly Reyhons
McNeill Veronica Garcia
Melton Heather Douglas
Meyer Laura Donaldson
Morgan Morgan Meihaus
Phelan Brooke Hall
Pink Maegan Snapp
Randle  Paige Pechukas
Ray Evelyn Quinones
Smith Mirna Culpepper
Tamarron Jenna Kettlewell
Terrell Adelina Gallegos
Thomas Ashley Quintana
Travis Melissa Garza
Velasquez April Bird
Williams Jessica Booth
Secondary
Maroon Mikaela McCusker
Blue Christine Henderson
Red Evelyn Quinones
Gold Misty Weid
Purple Carol Rodriguez
Silver Lisa Godwin
Green Katerina Koutros
Bilingual Dyslexia Carolina Munoz