How We Teach Students with Dyslexia to Read

At SALT Academy, reading begins with understanding how the brain learns to read.

When a new student arrives, we do not assume they are behind or that they just need more practice. We assume their brain needs different instruction. For students with dyslexia, reading does not develop naturally through exposure alone, so we follow the Science of Reading and the Orton Gillingham approach. Both are grounded in decades of research showing that reading must be taught explicitly, systematically, sequentially, and intentionally.

Each day, instruction starts with strong phonological and phonemic awareness. Students learn to hear, isolate, and manipulate sounds before they ever feel pressure to read words on a page. From there, we teach phonics in a clear, structured sequence aligned with Orton Gillingham principles. One skill builds on the next, with constant review and mastery before moving forward. Nothing is left to guessing.

Lessons are intentionally multisensory. Students do not just see and say letters, they experience them. They trace sounds in sand, rice, and shaving cream, build words with their hands, tap out syllables, and move their bodies as they learn. Engaging multiple senses helps strengthen neural pathways and makes learning stick.

When reading a word like ship, students do not guess from pictures or context. They map each sound, connect it to its letter pattern, and blend it together with confidence.

As students grow, we strengthen fluency, vocabulary, and comprehension through explicit instruction. Decoding becomes more automatic, freeing the brain to focus on meaning. Vocabulary is taught directly, including word parts and morphology, so students can unlock longer, more complex words. Comprehension is supported through background knowledge, structured discussion, and clear strategies, never by assuming they will just get it.

Instruction takes place in small, targeted groups with continuous progress monitoring. When a student struggles, we adjust instruction, not expectations, remaining responsive while staying true to research based practice.

Over time, something powerful happens. Students who once avoided reading begin to raise their hands. They read aloud without fear. They understand why words work the way they do. Reading is no longer a mystery. It becomes a skill they own.

That is the impact of combining the Science of Reading with the Orton Gillingham approach at SALT Academy. It is not quick fixes or guessing games. It is structured, multisensory, evidence based instruction that empowers students with dyslexia to become confident, capable readers for life.