7,200+ Confident Readers and Spellers
Grades K-8
Best Dyslexia Reading Program
A Parent’s Guide to Dyslexia
Table of Contents
Scholar Within’s Bonnie Terry, M.Ed., BCET has been featured on
Dyslexia impacts 1 in every 5 people.
30+ years of documented, scientific evidence and research show that dyslexia affects 1 in every 5 people. This is 20% of the population. Dyslexia is the most common learning disability as well as the most common of all neurocognitive disorders.
What is Dyslexia? Dyslexia Definition
Dyslexia is a difficulty with the written language.
“Dys” means difficulty. “Lexia” means words.
Dyslexia is characterized by difficulties with word recognition, reading comprehension skills, spelling and decoding abilities, and writing skills.
Many people think that dyslexia is a problem with letter reversals. Confusing b’s and d’s as well as confusing p’s and q’s. However, not all people with dyslexia have letter reversals.
Dyslexia Assessment Test
Do You Suspect Dyslexia?
The following questions will help you understand and see common characteristics of dyslexia.
This is meant to be used as a guideline.
If your child has more than 6 warning signs, you may want to get a formal assessment from your school or learning specialist.
Reading Specific Dyslexia Symptoms
Does your child...
- Have difficulty reading single words?
- Take a long time to read...are they a slow reader?
- Have difficulty sounding out new words?
- Skip, mispronounce, or repeat words when reading aloud?
- Take a lot of effort when reading aloud?
- Avoid reading aloud?
- Have poor spelling?
- Reverse letters and or words?
- Have poor reading comprehension?
- Often skip or ignore reading small "function" words - that, is, an, for, the?
- Have trouble finding specific words or items on a page?
- Have trouble matching items from one list of words to another list of words (or pictures that represent those words) easily?
- Have trouble learning the alphabet, numbers, days of the week, colors, and shapes?
- Lose their place when following along to another person reading aloud?
After the Assessment
Most teachers will see one or more of these warning signs at one time or another in a student’s behavior. This is normal. A good rule of thumb would be if you have checked off one or two of these, I wouldn’t be too concerned.
If you have checked off three or more from either of the first two groups or a total of three from the age groupings and if these struggles occur over a long period of time, you may want to consider the possibility that your student has dyslexia or a learning difficulty.
6 Types of Dyslexia
There are 6 types of dyslexia that affect people in slightly different ways. It is helpful to understand the differences so that you may adjust and customize a learning plan accordingly for your student.
Phonological Dyslexia
This is when a person has difficulties matching sounds to symbols.
Decoding (sounding out) words is difficult. This gets into the processing area of auditory-visual integration.
This is what most people think of when someone mentions dyslexia.
Symptoms may include:
- Difficulty learning sounds made by letters/letter combinations
- Difficulty sounding out unfamiliar words
- Difficulty spelling
- Spelling the same word in different ways on the same page
- Slow reading
- Avoiding reading activities
- Difficulty recognizing familiar words in new contexts
Rapid Naming Dyslexia
This is the ability to rapidly name colors, numbers, letters, shapes, and words when presented with them.
They may know them, but it takes some time to retrieve the correct word. This type deals with processing speed and the automatic retrieval system.
Symptoms may include:
- Difficulty retrieving words
- Frequently substituting words or leaving words out altogether
- Slow to respond orally
- Slower to complete reading or writing assignments
- Making up nonsense words in place of real words
- Using gestures in place of words
Surface Dyslexia
Surface dyslexia is when a person can sound out new words but has difficulty recognizing familiar words by sight quickly.
In other words, they have trouble reading words that are ‘sight’ words or words that don’t sound like they are spelled.
Symptoms may include:
- Difficulty with whole-word recognition
- Slow to read
- Avoidance of reading activities
- Difficulty with spelling
- Difficulty reading words that don’t sound the way they’re spelled
- Difficulty reading new words by sight
- Difficulty with identifying letters that look the same but are orientated differently such as b and d and p and q.
- Mispronounce irregular words like have, yacht, island, psalm, chaos, and friend
- Confuse words with the same pronunciation but different spellings (homonyms): blew/blue, by/buy/bye, ate/eight, and right/write/rite
Visual Dyslexia
Visual dyslexia is when a person struggles to remember what they saw on a page.
The brain doesn’t get the complete picture of what the eyes see.
Learning how to spell or form letters can also be difficult because those tasks require the brain to remember the correct letter sequence or shape.
This really gets into both visual memory and overall visual processing problems.
Symptoms may include:
- Text appearing blurred or going in and out of focus
- Difficulty tracking across lines of text
- Difficulty keeping your place in text
- Text appearing double or alternating between single and double
- Headaches and/or eyestrain associated with reading
- Difficulty with spelling
- Difficulty remembering what you read
Double Deficit Dyslexia
Double deficit dyslexia is when a person struggles with two aspects of reading.
Most of the time this is a combination of both phonological and rapid naming dyslexia.
In other words, your naming speed is slow and your ability to identify sounds and sound out words is difficult.
Symptoms may include:
- Poor naming speed rate when asked to recall words
- Weak phonological awareness
- Difficulty learning sounds made by letters/letter combinations
- Difficulty sounding out unfamiliar words
- Text appearing blurred or going in and out of focus
- Difficulty tracking across lines of text
- Difficulty spelling
- Slow reading
- Avoiding reading activities
Deep Dyslexia (Acquired Dyslexia)
Deep dyslexia or acquired dyslexia results from some trauma to the brain’s left hemisphere.
This can be from a sports injury, accident, or even a stroke.
This typically affects a person’s ability to sound out nonsense words as well as substituting one word for a related word e.g.: pony for horse, feline for cat, road for avenue.
What is the Root Cause of Dyslexia Symptoms?
Why is it easy for some kids to learn to read and hard for others?
When a student has trouble with a number of dyslexia symptoms for a long period of time, it is often because of one or multiple problems in visual, auditory, and tactile-kinesthetic processing.
There are nine areas of visual, auditory, and tactile-kinesthetic processing that affect learning.
Having difficulty in any one area is enough to cause a student to struggle. Having difficulty in more than one area will create a greater challenge for the student. These difficulties have nothing to do with intelligence.
Students can be very smart and still have difficulty with learning.
The good news is that you can improve auditory, visual, and tactile-kinesthetic processing difficulties. These are learned skills.Â
Learn more about the visual and auditory processing systems:
How to Teach Reading to Students with Dyslexia
Dyslexic students CAN succeed with reading!
When teaching struggling readers or students with dyslexia, we need to look at what the science and research tell us.
How do dyslexic readers learn to read more efficiently?
Students with dyslexia need to be taught with the following methods:
- Multisensory: Uses all of the senses (auditory, visual, and tactile-kinesthetic)
- Sequential: Proceeds step-by-step in a logical sequence
- Incremental: Each lesson builds upon prior learning
- Cumulative: Constantly and consistently reviews previously taught concepts
- Individualized: Meets each student’s individual needs
- Phonogram-Based: Words are based on combining letters and letter combinations known as phonograms (the sound-symbol relationship, also known as the Alphabetic Principle)
- Explicit: Stated clearly and in a detailed manner
The above principles are the foundation of the Orton-Gillingham methodology. This method was first taught by Samuel Orton and then later with Anna Gillingham to help struggling readers and spellers.
Research has also shown that reading instruction must specifically include:
When you teach reading with all the above components in this way, yes, even dyslexic students can succeed at reading.
The above principles are the foundation of our reading and spelling programs at Scholar Within.
At Scholar Within, we recognize that understanding dyslexia can be difficult as there are 6 different types of dyslexia.
But when you address the underlying root cause of why a student is struggling, has dyslexia, or has a learning difficulty, students are able to learn at their own pace.
The Science of How We Learn: The 27 Areas of Processing
We all learn information through the vision system, the auditory system, and the tactile-kinesthetic system, or in other words, hearing, seeing, and doing.
Kids who have trouble learning to read often have several areas of either visual, auditory, or tactile-kinesthetic processing that aren’t working as well as they could be.
This gets into a bit of what we call diagnostic teaching.
We look at what is interfering with the learning process. We want to include all of these areas in our methods of teaching reading.
There are nine areas of visual, auditory, and tactile-kinesthetic processing that affect learning for a total of 27 areas of processing.
When you teach reading with activities that incorporate all 27 areas of processing, dyslexic students are able to thrive.
Having difficulty in any one area is enough to cause a student to struggle. Having difficulty in more than one area will create a greater challenge for the student.
These difficulties have nothing to do with intelligence. Students can be very bright and still have difficulty with learning.
The good news is that much can be done about these difficulties.
These are learned skills and they can improve.
These specific methods work for students of all ages, whether you have identified learning disabilities, suspected or identified dyslexia, CAPD, or even visual processing problems.
When teaching reading, it’s important for your child to have a positive association with reading.
Oftentimes kids that are extremely frustrated with reading are reading books or passages that are too far above their reading level.
At night, you should have your child read a book aloud for fun that might be 1-2 levels below their current reading level. This reinforces a positive association with reading.
Then, with school work, they should be reading passages and books that are at their level that may introduce new words.
In Scholar Within’s reading program, our reading passages are supercharged with Tap-to-Read technology so that students can simply tap on a word to hear the proper pronunciation aloud. We always encourage a student to try to sound out a word on their own first, but then they can tap on it to hear it or if they get stuck. This feature helps frustration levels tremendously. After reading a passage, they can also press play to listen to a passage aloud and follow along.
At Scholar Within, we believe that dyslexia is not a limitation, but an opportunity for growth and achievement. With the right support and resources, individuals with dyslexia can become successful readers.
When teaching dyslexic kids to read, it is critically important to teach in the methods described above.
At Scholar Within, we’ve put together a step-by-step program that makes it easy for you to help your dyslexic students become strong and confident readers.
Scholar Within’s Dyslexia Reading Program
Online and offline self-paced curriculum
Program Overview
- Leveled instruction for grades K-8
- Addresses the root cause of dyslexia and learning difficulties
- Addresses 27 areas of processing (auditory: hearing, visual: seeing, tactile-kinesthetic: doing)
- Multisensory lessons
- Online and offline curriculum
- Video spelling and phonics lessons
- Online reading passages
- Worksheets and printables
- Executive function activities
- Brain-body activities
- Orton-Gillingham based
- Step-by-step
- Printable card games
- Print at home or get print materials shipped to you
Tap-to-Read Technology Try it out
- Addresses root cause of dyslexia and learning difficulties through multisensory lessons
- Reading passages come alive by having text-to-speech where students can listen to a passage while reading along.
- They can also tap on a word to hear the proper pronunciation.
- Listening skills improve
- Improves comprehension
- Builds vocabulary
- Builds language skills
- Spoken words make the reading passages come alive
- Provides modeling of fluent reading
- Provides a model of great reading intonation, pronunciation, cadence, and prosody
Our video lessons provide systematic instruction by teaching phonemic awareness, spelling patterns, and decoding skills.
- Reinforcing phonics skills of the sound symbol association
- Phonological component: phonograms, vowel sounds, vowel combinations
- Blends, compound words, consonant combinations (diagraphs), and suffixes
- Auditory processing skills including auditory memory, auditory discrimination, auditory closure, and auditory-visual integration
- Overall listening skills improve
- Teaches the structure of the English language (8 spelling patterns)
- Improves language comprehension
- Builds vocabulary
- Spoken words make the reading passages come alive
- Provides modeling of fluent reading
- Provides a model of great reading intonation, pronunciation, cadence, and prosody
Our fluency lessons provide systematic instruction with phonics, decoding skills, and fluency (speed and accuracy)
- Speeds up visual processing (the automatic retrieval system)
- Speeds up visual and verbal working memory and processing speed
- Improves reading accuracy
- Improves reading speed
- Improves visual processing skills including visual tracking, visual memory, visual discrimination, visual closure, and visual integration skills
Teaching methods include comprehension strategies such as
- Note-taking
- Finding the main idea
- Finding supporting details
- Summarizing
- 5-W Notes (who, what, where, when, how, and why)
- Biography notes
- Imagery
- Vocabulary building
- Reading passages come alive with our Tap-to-Read technology
Effective Reading Instruction
Scholar Within’s specialized methods of reading and spelling instruction improve the areas of processing which makes learning to read easier.
Scholar Within’s online reading programs are different in that we go to the root cause of learning problems that many struggling readers have.
We do this with different step-by-step activities including:
- Reading fluency training (fluency practice)
- Reading passages with tap-to-read technology
- Note-taking with graphic organizers
- Phonics and phonemic awareness lessons
- Brain-body activities
- Executive function activities
- And more!
Deep Dyslexia
https://www.sciencedirect.com/science/article/abs/pii/S0388000185800127
Surface Dyslexia
https://www.sciencedirect.com/topics/medicine-and-dentistry/surface-dyslexia
https://www.mayoclinic.org/diseases-conditions/traumatic-brain-injury/symptoms-causes/syc-20378557
Scholar Within’s Dyslexia Reading Curriculum
What parents are saying
“The program helped my son with dyslexia a lot for ready fluency. Nothing else had helped.”
– Emmanuelle R.
“My son was diagnosed as dyslexic at the end of 3rd grade… This program is amazing, I cannot recommend it enough!”
– Wendy R.
“Great program, even for an older struggling reader with auditory processing disorder and possible dyslexia.”
– Dr. Kimberly C.
Everything you need to teach reading and spelling with dyslexic kids at home
Step-by-step, online and offline lessons
Carefully selected online reading curriculum
Tap-to-read, online read-aloud technology
Take notes offline with graphic organizers
Offline reading fluency training
Spelling and phonics video lessons and tests
Learn to spell with spelling patterns
Offline puzzles and worksheets
Vocabulary and word-attack card games
Offline planning and time-management
activities
Executive function and mind-body activities
Print at home or get materials shipped to you
Student Results
Below are the student averages of elementary grade students using curriculum designed by Scholar Within’s Bonnie Terry, M.Ed., BCET.
What grade level is your child?
Select a grade level to learn more about each individualized program:
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woocommerce-reviewsHow it Works:
Dyslexia Reading and Spelling Curriculum
Scholar Within’s dyslexia reading curriculum is self-paced, step-by-step with video instruction, printables, and offline activities.
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Start where your child is currently reading and spelling.
We have different levels for grades K-8 to meet your child where they are over the school year. Spelling and reading levels can be adjusted independently. There are 20 weeks of lessons per level. When you get to the end of one level, you can graduate to the next.
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Each day, your child will train their eyes to read faster.
This is NOT speed reading. This is reading fluency training.
With this 5-minute reading activity, your kids will train their eyes to read more smoothly from left to right. They’ll identify letters and words faster. Your child will learn how to read faster and more accurately. They’ll improve their decoding skills, fluency, and comprehension. Your child will love to see their progress each day. -
Each week, your child will read two engaging reading selections and take notes.
Taking notes not only helps you remember what you have read, but it helps you organize your thoughts. Taking notes helps you summarize and talk about what they have read.
We teach even younger kids to take notes! Younger kids can dictate or record their notes. We make taking notes easy with our custom-designed graphic organizers. Kids just need to fill in the blanks. This activity takes 15-20 minutes. -
A day or two after your child reads their selection, they will review their notes and answer questions.
By asking questions a couple of days later, children improve their memory and long-term reading comprehension skills.
Too many other homeschool reading programs and teachers ask children to answer questions immediately after they have read a selection. -
Each week, your child will get a new list of spelling words grouped by their spelling pattern.
These are activities like completing the pattern and matching uppercase and lowercase letters. They’ll also learn to write simple sentences with provided printable word cards. These activities improve visual perception and fine motor skills.
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Your child will follow along with video spelling lessons and tests.
Your child will fill out a corresponding spelling worksheet as they watch the videos. Younger kids can use provided printable letter cards. Spelling tests are self-correcting.Â
This spelling system is Orton-Gillingham based, multisensory, and custom-designed by learning expert Bonnie Terry, M.Ed., BCET. -
Spelling puzzle and pattern worksheets supplement the lessons.
These are activities like word searches, sorting your words, fill-in-the-blank, and more. Your child will start to identify spelling patterns in words not in their spelling lists each week.
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Improve executive function skills and move your body with mind-body activities.
These executive function activities include planning, organizing, strategizing, flexible thinking, remembering, and paying attention to details.
Mind-body activities activate your vestibular system which helps improve higher-order thinking, interpreting information, and helps get your body operating in unison with your mind. -
Play new card games every couple of weeks.
Your kids can play these games at any time during the week with your family or their friends. They work on strengthening reading and spelling skills as well as make learning a lot more fun! You can print these games at home or get them in the homeschool kit.
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45-60 Minutes a Day
All of these activities are each only 5-20 minutes long and you can fit them into your schedule. We have planning calendars to help! This is not an all-day-long program.
Reading and Spelling Curriculum Compared
| Â |  |
Online Homeschool Reading Curriculums | Offline Homeschool Reading Curriculums |
|---|---|---|---|
| Online and offline activities |  |
Some |  |
| Science-based curriculum | |
Some | Some |
| Phonics | |
Some | Some |
| Reading comprehension | |
Some | Some |
| 5 Minute reading fluency training | |
|
|
| Tap to Read: read-aloud technology | |
|
|
| Learn to spell with spelling patterns | |
|
|
| Executive function and planning skills | |
|
|
| Designed by board certified educational therapist and reading specialist | |
|
|
| Orton-Gillingham Based | |
Some | Some |
Designed by Learning Expert Bonnie Terry, M.Ed., BCET
Bonnie Terry is a board-certified educational therapist with over 35 years of experience. She has helped thousands of students across the globe improve their reading skills whether they are gifted or are having difficulties.
Bonnie Terry has been featured on…
7,200+ Confident Readers and Spellers
Grades K-8 Dyslexia Reading Program
Scholar Within’s online and offline curriculum makes teaching reading and spelling easy with self-paced, step-by-step lessons.
Reserve Your Spot
Not quite ready to sign up? Reserve your spot for Scholar Within’s homeschool reading and spelling program.
Reviews from Parents
C Cloressa O.
We tried Scholar Within for our student in the summer of 2022. Our student has ADHD and diagnosed learning disabilities. This program was just what we needed to keep our student engaged during the summer. The executive function focus that this program includes was so helpful especially for kids with ADHD. I highly recommend this for families that have students with reading and reading comprehension as an opportunity. This program covers spelling, reading comprehension, note taking, executive function, and has so many great brain games and virtual field trip ideas. We will be doing this program every summer going forward. Phenomenal program and the price points are so much better than a lot of the other programs out there. Keep in mind this is a team effort, this program has an online aspect but it also has worksheets and requires parent interaction. I absolutely love that it has text to speech and encourages the student to read aloud. I also love that it puts focus on writing and not just typing up stuff online. There are so many great things about this program I wish I could list them all.
K Kyle G.
Our second grader is a great reader, but really struggled with spelling. This program offered everything he needed in order to begin spelling words correctly and with so much more understanding. The program is well organized and efficient, offering a great foundation to students. We couldn’t be happier!
E Emmanuelle R.
The program is well organized and easy to follow. The program helped my son with dyslexia a lot for ready fluency. Nothing else had helped… It was like a game for him and we called it his “brain activity”. Very happy and totally recommend it.
C Crystal H.
This program is absolutely different from everything we have tried in the past, it’s truly amazing !! I think the layout online is wonderful, it really helps that the kids see what is expected of them everyday (and a time estimate keeps them motivated). I love way they teach planning is a great life skill! The printed materials are beautifully done and organized! They make learning simple and fun. The reading lessons vary in topics keeping kids interested and they often tell dad at dinner what they have read because they’re actually retaining it. The spelling program is also amazing teaching VC patterns and going over phonic patterns. We also enjoy that the reading and spelling lessons can be at different grade levels to perfectly adapt to each child and their needs. 5 stars from me!
K Kelley B.
My son and I have tried many reading programs; this one has made the most significant difference. It trains the brain to think of reading and spelling in ways beyond rote memorization. In addition, the reading program is enjoyable and effective. As a result, my son started the school year with increased confidence as a reader, and I feel better prepared to help him with his learning.
V Valerie K.
My child was diagnosed with ASD (autism spectrum disorder) and it has been a difficult journey in getting her to develop phonemic awareness skills and reading fluency, among other reading deficits. After enrolling her in Scholar Within’s reading and spelling program over the summer, I have seen the improvement that I’ve been waiting for! I will definitely continue using this program throughout the school year.
J Jennifer A.
Fabulous reading program! We enrolled our daughter over the summer. It was so wonderful we decided to continue using the program during the school year.
D Dr. Kimberly C.
Great program, even for an older struggling reader with auditory processing disorder and possible dyslexia.
I like the option of switching between grade levels as needed customer service has been fast/useful so far.
K Kathleen B.
After a recent diagnosis of dyslexia, we started our son on this program over the summer. He has taken to it so well and we have already seen such great improvement. We are looking forward to continuing the program year-round!
R Rachelle M.
I have two children who just completed 8 weeks of the reading and spelling program. My oldest is dyslexic and I’ve been looking for a spelling program that is geared towards older kids since she is in 8th grade and many of the other spelling programs we’ve done feel like they are for younger children. My daughter appreciated that the lessons were straightforward in teaching the patterns through sight, sound and writing. Her spelling confidence and ability grew tremendously. My youngest benefited from the reading fluency drills and reading comprehension activities. Both enjoyed the games and puzzles. We look forward to continuing with the program into the fall as homeschoolers.
M Mary M.
We love the reading and spelling program. My daughter has not only increased her words per minute but also has expanded her comprehension. She is learning valuable note taking strategies and has drastically improved her spelling. She also enjoys the content! We are excited to see her growth.
N Natalie M.
This program really helped my daughters (grade 3 and grade 2) with reading comprehension! It gave us as parents the tools we needed to ask the right questions to help them too! Also, the games were really enjoyable! We even played them AFTER the lesson was over for the day. We were very impressed with the variety of activities and tools available with this program.
A Amy D.
My daughter is begging me to do your reading program again to strengthen her skills. The guides for note-taking and how to pick out important information was only second to the fun activities each day last year. We look forward to seeing what’s in store for this year!
L Lisa G.
Thank you for partnering with me to help my daughters improve their reading skills. They are really enjoying your program and are excited about becoming more confident readers. I am loving it already! I signed up my twin daughters, who are homeschooled.
W Wendi L.
My children took the Scholar Within reading program. I was impressed with how user-friendly and intuitive the program is.
S Sabrina D.
The Monday exercise of reading and taking notes followed with questions on those selections on Wednesday is a really great help for my kids. This lets them work on their comprehension skills. It has made a big difference! The whole program has been a good experience for us. Thank you very much!
N Niiro T.
Even when I’m not sure how to reason/explain to my son about a reading comprehension answer, all I have to do is ask you. You are so good at giving quick replies that are easy for me to tell my son. Thank you!
G Gracie K.
Ma’am, you are a blessing. I am on my 2nd year as a kindergarten teacher and your technique eased my doubts about being effective towards teaching children who have zero spelling and reading skills.
M Margie K.
My son couldn’t write or spell. Our lives changed when we found your system. It was just what we needed. It was a 100% turnaround! I noticed the improvement immediately, but it became more dramatic as time went on. He came home with smiles. He started liking school. He became a confident learner. In fact, by the time he was in 4th grade, he was at the top of his class.
C Calvin T.
We really loved the program. Thanks so much for all of the neat assignments and games to enhance executive function skills.
S Sky B.
Your videos make it so easy for my kids to actually see and hear how letters and sounds come together to make words. They are improving my kids’ spelling and reading skills. Such a bonus! And, they love playing the games, too.
K Kameron F.
Thanks for your help throughout this process. You are so responsive whenever I have a question or concern. I see activities on the different levels for my kids which makes them easy to follow. This has been an awesome experience for our family.
J Jennifer P.
My son is doing well and shows improvements with the reading drills each day. He is also doing well with all the work that is presented. His overall work is improving too. He’s even able to find spelling errors now. Woohoo!
C Cynthia B.
I really do like the reading fluency drills. They are making a difference for my son. They are so easy to fit into our day. The thing we didn’t like was all the printing we had to do each week.
K Karla C.
I am very grateful for having found Scholar Within. As a homeschooling mom, I am always in search of good materials that fit the needs of my children. Scholar Within has been especially beneficial for my 7th grader, his greatest challenges have been spelling, and clarity while reading out loud. I was amazed at the way in which Scholar Within combines phonics, spelling, and reading comprehension. My son has advanced significantly in these areas since we started using the program. He loves the reading selections and finds them very educative and interesting.
Great program. I highly recommend it to any parent.
R Regina A.
The videos made all the difference in the world. The spelling videos showed me step by step the structure. You really made spelling easy for my kids. I just keep working with the video, the spelling, the way you explain it, they watch it over and over. It really sinks in. Your materials help build their self-esteem up. They’re short quick activities. You can get so much done in half an hour.
W Wendy F.
We are really liking the summer reading program. I appreciate that you moved my daughter’s level to make the program even more effective for her. Thanks so much.
M Megan W.
I did find the videos and activities interesting. There was a bit too much printing for me.
C Cathy H.
Jake is doing well and enjoying the program. I’m so pleased with how he has improved and that he likes doing our sessions! Thanks so much!
K Katherine W.
My son’s first drill trend is definitely going in the right direction. His words per minute increased by 17%, and his mistakes decreased, and this is only the first week. I can’t believe he had that much progress already. Thank you for this program and thanks so much for being available for questions, too!
T Tricia L.
Last summer my 3 kids were enrolled in both Scholar Within and another major reading program. Scholar Within had more fun activities and games and really focused on building the underlying skills to really prepare for the upcoming year. The other program didn’t build skills in the same way and was less interactive in my home.
C Christine P.
Your program has so many great things in it. The plan for an excursion was a brilliant idea! We made a trip to the Children’s Museum in Indianapolis and to the Science Museum in St. Louis. I have seen improvements and I have gained insight into how my daughter reads and processes (or lack thereof) the reading assignments. Thank you so very much! The whole-brain approach to improving reading has been very insightful.
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