Dysgraphia, Dyslexia & Evidence-Based Reading Support
Spoken language, reading, spelling, and writing can be challenging for students with dysgraphia, dyslexia, or other reading and writing challenges. These difficulties, however, can be overcome. We know students need consistent support. Our solutions are designed following best practices and research-proven methodology so all students can be successful.
Dysgraphia and Dyslexia: Understanding the Differences and Effective Support
What Are Dysgraphia and Dyslexia?
Dysgraphia and dyslexia are language-based learning differences that affect how students process written language. While dyslexia primarily impacts reading, decoding, and spelling, dysgraphia affects handwriting, written expression, and the ability to organize thoughts on paper. Both require targeted, evidence-based intervention and teacher-guided support.
Dysgraphia can be easy to miss because students may be successful in school, career, and life when they receive the right support. That means ensuring educators have the programs, training, and resources required to help students build confidence, make academic progress, and achieve positive learning outcomes.
According to the International Dyslexia Association® (IDA), “Dyslexia is a specific learning disability that is neurobiological 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.”
For a more detailed description, see the IDA Dyslexia Handbook: What Every Family Should Know.
Dyslexia: Three Myths and What Teachers Can Do by Dr. Louisa Moats
Literacy expert and author, Dr. Louisa Moats, discusses common myths about dyslexia and what teachers can do to support students.
Reading Programs for Dyslexia: Evidence-Based Approaches That Improve Outcomes
Structured Literacy is an instructional approach grounded in the science of reading and proven to support students with dyslexia. It emphasizes explicit, systematic teaching of phonology, sound-symbol relationships, syllable instruction, morphology, and syntax. Organizations like the International Dyslexia Association endorse Structured Literacy as the gold-standard framework for helping learners build strong, transferable reading skills.
Programs inspired by Orton-Gillingham principles follow this structured, multisensory, sequential model. At Voyager Sopris Learning®, our reading programs apply these same evidence-based practices to support all students, including those with dyslexia and other reading difficulties.
Every Student Deserves a Path to Reading Confidence
Let’s explore the dyslexia solutions that can transform learning in your classroom.
Structured Literacy
Structured Literacy is distinctive in both the elements taught and how a defined set of principles guides the approach. It is not only vital for students with dyslexia, but research has found it is effective for all students.
The Elements
Instruction in these essential elements is critical to ensuring students learn to read successfully.
- Phonology
- Sound-Symbol Association
- Syllable Instruction
- Morphology
- Syntax
- Semantics
The Principles
Instruction must follow these principles to be effective.
- Systematic and cumulative
- Explicit instruction that deliberately teaches all concepts with continuous student-teacher interaction
- Diagnostic teaching that uses assessments to inform and differentiate instruction
Experts Talk About Dyslexia on EDVIEW360
EDVIEW360 by Voyager Sopris Learning brings literacy experts right to you with the latest research, insights, and thought leadership. Read, listen, or watch these EDVIEW360 sessions focused on dyslexia here and subscribe to join our mailing list.
Blog
Evidence-Aligned Instructional Approaches for Dyslexia
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Podcast
Dr. Maria Murray of The Reading League: Supporting Reading Difficulties for All Students
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Webinar
Empowering Students with Dyslexia in the Classroom: Making Accommodations Meaningful and Accessible
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See More EDVIEW360 Sessions Focused on Dyslexia
FAQs
Early signs of dyslexia often appear as difficulty connecting sounds to letters, inconsistent spelling, and slow, effortful reading—signals educators frequently notice during foundational skills instruction. As a reading intervention partner, we encourage schools to view these early indicators as opportunities to provide targeted, structured support that prevents small challenges from becoming long‑term barriers.
Dysgraphia primarily affects writing—handwriting, spelling, and organizing thoughts on paper—while dyslexia impacts reading, especially decoding and phonological processing. Educators often see dysgraphia show up in written output challenges even when reading skills are stronger, whereas dyslexia more directly disrupts accurate and fluent word recognition.
Voyager Sopris Learning offers Structured Literacy‑aligned interventions including Voyager Passport®, Sound Partners®, Supercharged Readers™, REWARDS®, and LANGUAGE! Live®.
Many districts conduct early literacy screening to identify students who may benefit from intervention. Effective screening tools assess:
- Phonological awareness
- Letter‑sound knowledge
- Rapid naming
- Decoding
- Oral reading fluency
Accommodations help students access grade‑level content while receiving targeted intervention. Examples include:
- Extra time for reading and writing tasks
- Audiobooks or read‑aloud support
- Graphic organizers
- Reduced copying demands
- Clear, consistent routines
- Opportunities for oral responses
The Orton-Gillingham approach is a Structured Literacy approach that specifically focuses on the relationship between sounds and letters. Named for the contributions of Samuel Orton and Anna Gillingham, this approach to reading, spelling, and writing is characterized by structured, sequential, and direct instruction. A multisensory approach is used to appeal to tactile learners, visual learners, and students with strong auditory processing skills. Many Voyager Sopris Learning reading and writing programs contain elements of the Orton-Gillingham approach.
The schwa sound—an unstressed “uh” or “ih” sound, as in the first and last a in banana—can present a significant challenge for students with dyslexia. Because any vowel may reduce to a schwa in an unaccented syllable, the word no longer follows predictable phonics patterns. This inconsistency can make decoding and spelling difficult, especially for learners who depend on reliable sound–symbol relationships
Understanding syllable types is essential for helping students with dyslexia decode unfamiliar words, build automaticity, and strengthen overall reading fluency. In Structured Literacy, educators teach these syllable patterns explicitly so students can rely on predictable rules when reading and spelling.
The Six Common Syllable Types
- Closed — cat, basket
- Open — go, she
- Vowel‑Consonant‑e — make, theme
- R‑Controlled — car, bird, turn
- Vowel Team — train, boat, read
- Consonant‑le — table, little
These predictable patterns give students a framework for tackling multisyllabic words, improving accuracy, and building confidence as readers.
Explicit, systematic instruction is essential for supporting students with dyslexia. Effective intervention strategies include:
- Structured phonological awareness routines
- Decodable text practice
- Daily opportunities for oral reading with feedback
- Multisensory instruction aligned to Structured Literacy
- Immediate corrective feedback
- Cumulative review and spiraled practice
Reading Programs To Support Students With Dyslexia
Dyslexia is characterized by challenges with accurate and fluent word recognition, decoding, and spelling. Students may struggle with phonological awareness, letter-sound correspondence, and reading automaticity. Without explicit, systematic instruction, these difficulties can widen over time.
Voyager Sopris Learning provides research-based reading intervention programs that support students with dyslexia through structured lessons, meaningful practice, and teacher-guided routines.
Reading
Sound Partners
Grades K–3
Sound Partners is a research-based, supplementary tutoring program that provides individual instruction in phonics-based early reading skills. Through explicit instruction, engaging 30-minute lesson activities, and storybook reading practice, students work to improve alphabetic, phonemic awareness, decoding, word identification, and spelling skills.
Reading
LINKS to Literacy
Grades K–5
LINKS to Literacy™ is a short reading intervention program for K–5 developing readers. Based on the science of reading, it delivers systematic, explicit instruction in the five essential components of reading. Designed for small-group intervention, each lesson follows a consistent routine with engaging themes, practice opportunities, and immediate corrective feedback.
Reading
Voyager Passport
Grades K–5
The journey to literacy requires essential tools to ensure students who struggle can reach grade level. Updated Voyager Passport® is a K–5 literacy intervention that provides comprehensive, explicit, and systemic instruction in the five essential components of reading and includes language and writing—in just 30 minutes of instruction per day.
Reading
REWARDS
Grades 4–12
The REWARDS® suite is a powerful, research-validated program for adolescent students who struggle reading long, multisyllabic words and comprehending content-area text. With explicit, teacher-led instruction, REWARDS gives students the tools to improve fluency and comprehension to become successful readers.
Reading
LANGUAGE! Live
Grades 5–12
This blended program applies the Structured Literacy approach recommended by the International Dyslexia Association® and provides explicit, systematic, and cumulative foundational reading skill instruction. The program emphasizes higher-level comprehension as students progress and develop speed, accuracy, and automaticity while reading more complex text.
Writing
Step Up to Writing
Grades K–12
Step Up to Writing® is unparalleled writing instruction designed for all K–12 students. Explicit, direct delivery of writing strategies supports the individual needs of every learner and develops writing skills across content areas. Help students unlock the power of the written word with this flexible and comprehensive writing solution.