Reading does not come naturally, easily or incidentally for countless children. It is a tough hill to climb that takes patience, time and tenacity. Through decades of research, we understand that dyslexia can vary widely in students from a phonological deficit, orthographic deficit, a naming-speed deficit or a combination of one or more of these challenges. Additionally, adding on processing speed, working memory, rapid automatic naming and visual-verbal paired-associate learning challenges, the complexity increases exponentially and the need to use a proven, evidence-based approach is more critical than ever.

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