Many children with dyslexia can read a word one day and forget it the next. Others learn phonics rules but never become fluent readers. Some read accurately, yet so slowly and effortfully that reading remains exhausting. This is because dyslexia is not simply a reading problem. It is a learning difficulty that affects how the brain processes, stores, retrieves, and automatically recognizes written language.
Dyslexia affects reading, spelling, writing, and often memory and processing speed. According to research from Yale University, approximately 1 in 5 people have dyslexia, and 80 to 90 percent of children with learning disabilities are dyslexic.
This helps explain why some children improve with traditional tutoring while others continue to struggle despite years of instruction, effort, and practice. Teaching a child to sound out words is important, but fluent reading also depends on how efficiently the brain stores and retrieves those words for instant recognition.
At Edublox Online Tutor, our dyslexia intervention integrates four essential components: structured literacy instruction based on the Orton-Gillingham approach, cognitive training, the development of two crucial brain systems involved in reading, and the application of fundamental learning principles.
Rather than focusing on a single aspect of reading, our approach aims to develop the underlying skills required for accurate reading, orthographic mapping, fluent word recognition, and lasting learning.
Aligned with the Orton-Gillingham approach
The Orton-Gillingham (OG) approach is among the most respected and widely used interventions for dyslexia. It is direct, explicit, structured, sequential, cumulative, multisensory, and diagnostic in nature. Designed specifically for individuals who struggle with reading, spelling, and writing, OG systematically teaches the relationship between letters and sounds while building reading skills step by step.
In the hands of a skilled instructor, the Orton-Gillingham approach can be highly effective. It helps children develop phonological awareness, decoding skills, spelling ability, and reading accuracy through carefully structured instruction and repetition.
However, many children with dyslexia continue to struggle even after learning phonics rules. Some can sound out words accurately but still struggle to read fluently. Others read a word correctly during a lesson but later fail to recognize it automatically. This is because fluent reading depends on more than decoding alone.
Research suggests that successful reading development involves at least two major brain systems: one involved in sounding out and analyzing words, and another in automatically recognizing familiar words. The Orton-Gillingham approach strongly develops the sounding-out pathway, but fluent reading also requires the efficient development of the brain’s automatic word-recognition system.
For this reason, Edublox integrates structured literacy instruction with additional components designed to strengthen the cognitive and neurological processes involved in fluent reading and orthographic mapping.
Develops cognitive skills
Reading is not driven by phonics alone. It also depends on a range of cognitive skills that allow the brain to process, store, retrieve, and automatically recognize written language efficiently.
A core part of Edublox intervention is therefore the development of cognitive skills involved in reading and learning. These include focused and sustained attention; phonological and phonemic awareness; processing speed and rapid naming; visuospatial processing; and visual, auditory, sequential, short-term, working, and long-term memory.
When these cognitive skills are weak, the process of orthographic mapping does not develop efficiently. Orthographic mapping is the process through which the brain permanently links a word’s sounds, spelling, and meaning, allowing the word to be stored for instant and automatic retrieval.
Every word has at least three interconnected forms:
- its pronunciation,
- its spelling pattern,
- and its meaning.
During orthographic mapping, these forms become bonded together in long-term memory. This process enables fluent reading, rapid word recognition, accurate spelling, and reading comprehension.
When this mapping process develops inefficiently, children may repeatedly sound out the same words without those words becoming automatic.
For this reason, Edublox does not focus only on teaching reading content. We also aim to strengthen the cognitive processes that support efficient learning, memory formation, automaticity, and fluent reading development.
Targets two crucial brain areas
Research shows that learning to read depends on more than one brain system. Two areas are especially important.
One system, located largely in the left inferior parietal region, is involved in analyzing words, processing speech sounds, and converting letters into speech sounds. This area plays a major role in phonological processing and decoding, allowing children to sound out unfamiliar words.
A second system, located in the left occipitotemporal region, is responsible for rapid and automatic word recognition. This region is often referred to as the visual word form area (VWFA) or the brain’s “visual dictionary.” Skilled readers rely heavily on this system because it allows words to be recognized instantly and effortlessly.
Orthographic mapping connects these two systems. During this process, the brain links a word’s sounds, spelling, and meaning together in long-term memory. Over time, words become permanently stored for rapid and automatic retrieval.
Many children with dyslexia rely heavily on the sounding-out pathway but struggle to develop efficient automatic word recognition. As a result, they may repeatedly decode the same words without those words becoming fully automatic.
The Orton-Gillingham approach strongly develops the sounding-out process. Edublox builds on this foundation by also targeting the brain’s automatic word-recognition system and the cognitive processes involved in fluent word learning, fluency, and lasting learning.
As these systems become more integrated and efficient, reading gradually becomes faster, smoother, and less mentally exhausting.
Based on fundamental learning principles
Teaching a child to read is ultimately an educational process, which means that certain learning principles are critically important. It is not only the WHAT of teaching that matters, but also the HOW.
Many intervention programs focus primarily on content while overlooking how learning is structured, sequenced, repeated, reviewed, and reinforced over time. Yet struggling readers often require far more intensive and carefully structured learning experiences than typical learners.
At Edublox, the application of fundamental learning principles forms an important part of intervention. These principles include structured progression from easy to difficult tasks, cumulative learning, repetition, review, mastery before advancement, multisensory learning, active participation, and the development of automaticity through practice.
This approach is consistent with the work of educational psychologist Edward Thorndike, who described the “laws of learning” as foundational principles underlying successful learning. While methods and materials may differ, effective learning still depends on how the brain encodes, strengthens, and retains information through repeated and meaningful practice.
For many children with dyslexia, learning does not become automatic quickly. Without sufficient repetition, reinforcement, and review, skills may remain fragile and inconsistent. Carefully structured learning principles help strengthen retention, fluency, confidence, and long-term learning.
When structured literacy instruction, cognitive development, orthographic mapping, and sound learning principles are combined, children are better able to develop accurate reading, fluent word recognition, and lasting learning.
Online dyslexia tutoring – success stories
Below are stories of children who received specialized intervention from Edublox and made significant progress in overcoming their dyslexia symptoms.
Edublox offers explicit, systematic reading instruction integrated with cognitive training to help students overcome the symptoms of dyslexia. We work with families worldwide. Book a free consultation to explore how we can support your child’s learning journey.
References:
- Brem, S., Maurer, U., Kronbichler, M. et al. (2020). Visual word form processing deficits driven by severity of reading impairments in children with developmental dyslexia. Scientific Reports, 10.
- Ritchey, K. D., & Goeke, J. L. (2006). Orton-Gillingham and Orton-Gillingham-based reading instruction: A review of the literature. The Journal of Special Education, 40(3): 171–183.
- Shaywitz, S. E., Holahan, J. M., Kenney, B. et al. (2020). The Yale outcome study: Outcomes for graduates with and without dyslexia. Journal of Pediatric Neuropsychology, 6: 189–97.
- Stevens, E. A., Austin, C., Moore, C. et al. (2021). State of the evidence: Examining the effects of Orton-Gillingham reading interventions for students with or at risk for word-level reading disabilities. Exceptional Children, 87(4): 397-417.
Online Dyslexia Tutoring for Children was authored by Sue du Plessis (B.A. Hons Psychology; B.D.), a dyslexia specialist with 30+ years of experience in learning disabilities.
Edublox is proud to be a member of the International Dyslexia Association (IDA), a leading organization dedicated to evidence-based research and advocacy for individuals with dyslexia and related learning difficulties.
