Our program synthesizes current research from neurology, cognition and educational psychology into an intervention that takes this research and makes it usable in the real world. It was developed to be used with students who did not respond to traditional dyslexia interventions and continue to struggle with reading in second grade and above. Our intervention is innovative, theory-driven, and unique, and is very successful with students who continue to struggle with reading in grades two and up..

Our program is different in several significant ways:

Traditional interventions assume that all students with dyslexia need is structured systematic direct instruction in phonics. This approach works for some students, especially those that are diagnosed in time to get intervention in in the early elementary grades, but it is not enough for every child. We focus on building a wide and deep foundation in phonics, using our unique approach that accelerates phonics learning, increasing the number of automatic words the student has ans teaching them how to make new words automatic and we introduce students to well written and well loved stories and books that act as both motivation and reward.

Our first focus is a strong phonics foundation. Research tells us phonics is a critical skill for learning to read. Beginning readers rely primarily on phonics to read words. However, from a very early stage, typical readers begin to transition to automatic, or 'fluent' reading while those with dyslexia continue to primarily rely on effortful sounding out into adulthood. Our intervention directly teaches students how to make words automatic and help them move from primary reliance on phonics to primary reliance on automaticity like typical readers.

Most of our students reach grade level in 12 - 18 months with one session per week.

When students know how to make words automatic, they have the tools to continue to develop as readers through the grades when they have reached grade level and no longer need intervention.

Promoting a love of reading is an important part of our intervention

We do not use 'decodable' texts. We use well written intersting books and stories, which results in reading gains that produce real gains in the classroom and encourage a love of reading. Our program, especially for middle school students, also supports increasing the student's vocabulary to enhance comprehension.

Each of our sessions include phonics to develop their word reading skills, automaticity to increase their fluency and reading interesting books and stories, to practice doing the kind of reading they are asked to do in the classroom and to develop a love of books.

As our students make visible progress and gain reading skills that they can use in their classrooms, they gain confidence in the classroom. The most important thin that happens though is that they discover the world of reading and realize that they now have the key to information and stories that will enrich their lives.