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Special Programs

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.

Dyslexia Handbook

Parent Resources

FileTypeSizeDownload
Talking Book Program FlyerPDF142.67 KB Download
Parent EducationPDF503.55 KB Download
LCISD Dyslexia Plan 2019-2020PDF346.01 KB Download
6 Layers of Phonemic AwarenessPDF323.00 KB Download
Dyslexia AppsPDF513.83 KB Download
Irregular WordsPDF32.04 KB Download
Common Syllable Patterns and Spelling RulesPDF42.02 KB Download
Common Risk Factors Associated with DyslexiaPDF136.11 KB Download

Dyslexia Coordinator
Elizabeth Franklin
efranklin@lcisd.org | 832-223-0485

Reading Interventionist

Elementary Name
Adolphus Darcelle Binion
Arredondo Catherine Clark
Austin Kaylie Williams
Beasley Rosa Castro
Bentley Alyce Neiman
Bowie Karla Davis
Campbell Katie Burks
Carter Tabitha Vasquez
Culver Kelly Band Hubenak
Dickinson Aisha Tyler
Frost Jennifer Nguyen
Hubenak Dakota Burns
Huggins Sarah Fox
Hutchison Marci Berens
Jackson Jill Aimes
Lindsey Adelina Gallegos
Long Kimberly Reyhons
McNeill Veronica Garcia
Meyer Huong Dang
Pink Norma Sanchez Rodriguez
Ray Evelyn Quinones
Ray Carolina Munoz
Smith Aimee Santos
Tamarron Elizabeth Banowsky
Thomas Ashley Quintana
Travis Melissa Garza
Velasquez April Bird
Williams Jessica Thibodeaux
 
Secondary Name
Maroon Tonia Nelson
Blue Tracy Avalos
Red Polly Wilkins
Gold Lauren Crew
Purple Carol Rodriguez
 
Bilingual Dyslexia
Floater-Testing/
Virtual Instruction
Lisa Godwin