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Dyslexia interventions
Some teaching is geared to specific reading skill areas, such as phonetic decoding; whereas other approaches are more comprehensive in scope, combining techniques to address basic skills along with strategies to improve comprehension and literary appreciation. Many programs are multisensory in design, meaning that instruction includes visual, auditory, and kinesthetic or tactile elements; as it is generally believed that such forms of instruction are more effective for dyslexic learners.
==Research findings for academic interventions in a Latin alphabet writing system==
There is little empirical or quantitative research supporting the use of any particular program for reading instruction when used with dyslexic children.
In 2007 the researchers Joseph Torgesen and Richard Wagner have shown that, when teaching children with reading disabilities, programs including systematic and explicit instruction in phoneme awareness and grapheme-phoneme correspondence are far more successful than programs that do not.
〔Wolf, Maryanne (2007). Proust and the Squid. HarperCollins publishers. p. 175. ISBN 978-0-06-018639-5.〕
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