As a teacher in Texas, I have seen how the right reading intervention can change a child’s academic future. When a student is diagnosed with dyslexia, families and schools alike are faced with the task of choosing an appropriate intervention. Thankfully, the Texas Education Agency (TEA) has created a vetted list of evidence-based dyslexia programs that schools can confidently adopt.
Each program on this list is grounded in structured literacy and follows the research-based practices that are now widely known to be most effective for students with dyslexia. However, these programs vary in scope, delivery method, target population, and teacher training requirements. Below is a comprehensive review of each program, presented through the lens of a teacher who understands the classroom realities of implementing these interventions.
Alphabetic Phonics (8th Edition)
Grades: 1–2
Alphabetic Phonics is a highly respected Orton-Gillingham-based intervention developed at Texas Scottish Rite Hospital for Children. It offers structured, sequential instruction in phonemic awareness, handwriting, spelling, vocabulary, and reading fluency. One of its defining features is the use of multisensory strategies—visual, auditory, and kinesthetic—which help reinforce new learning through multiple channels.
Now digitized through the Amplio Learning platform, Alphabetic Phonics is more accessible and manageable for schools that use hybrid or online instruction. The digital version includes features that allow educators to track student progress and deliver consistent instruction across settings.
This program is best suited for early elementary students and can be especially effective when implemented with fidelity and daily repetition.
Esperanza (8th Edition, Digitized)
Grades: 1–2
Esperanza is a Spanish-language dyslexia intervention designed for Spanish-speaking students who struggle with early reading skills. It incorporates explicit instruction in phonological awareness, decoding, oral language, and reading comprehension—all within a culturally responsive and linguistically appropriate framework.
This program is based on the same principles as the Orton-Gillingham approach, but it adapts the structure and sequence to support native Spanish speakers. It ensures students build foundational reading skills in their first language before transitioning to English instruction.
Esperanza is available digitally through Amplio and in print through Valley Speech. It is a vital tool for dual-language or bilingual classrooms and supports literacy development while honoring the student’s home language.
MTA: Multisensory Teaching Approach to Reading and Spelling
Grades: K–12
MTA is a Texas-born program deeply rooted in Orton-Gillingham methodology. It offers eight instructional strands: reading, spelling, cursive handwriting, fluency, comprehension, dictionary skills, grammar, and advanced word study. The curriculum is cumulative and sequential, making it appropriate for students across grade levels.
Digitized for Amplio Learning, MTA can now be implemented in remote or hybrid environments. Teachers can deliver lessons online, monitor student performance, and adjust pacing according to individual needs.
MTA works well as a Tier 3 intervention and is often adopted by public school districts seeking a long-term solution for students with persistent reading challenges.
Basic Language Skills (Neuhaus, 2019 Edition)
Grades: 1–12
Basic Language Skills (BLS) is a structured literacy program developed by the Neuhaus Education Center. It is designed to give dyslexia specialists and interventionists a comprehensive curriculum rooted in the science of reading. BLS addresses phonology, sound-symbol association, morphology, syntax, and reading comprehension through multisensory instruction.
The curriculum includes detailed teacher guides, scripted lessons, and extensive practice materials. Professional development through Neuhaus is a required component, ensuring that teachers are well-prepared to deliver the program with fidelity.
BLS is best suited for schools or programs that can invest in teacher training and seek a deep, research-based intervention for a wide age range of students.
Bridges: A Dyslexia Intervention
Ages: 7 and older
Bridges is a unique, technology-supported program developed by Scottish Rite for Children. It pairs teacher-led instruction with an avatar that guides students through lessons in phonics, phonemic awareness, and comprehension. This hybrid model increases student engagement, especially for older children who may be discouraged or bored by traditional reading interventions.
Bridges uses digital pacing guides, built-in assessments, and interactive content to help students make gains while maintaining interest and motivation. It is designed for students aged seven and older and is particularly helpful in upper elementary and middle school settings.
Build: A K–1 Early Reading Intervention
Grades: Kindergarten and 1st Grade
Build was designed to serve as an early intervention program before students are formally identified with dyslexia. Developed by Scottish Rite for Children, Build includes 25 scripted lessons focused on oral language, phonological awareness, letter recognition, and basic phonics instruction.
This small-group intervention is intended for Tier 2 support and helps address reading difficulties at the earliest possible stage. Materials include visual aids, multisensory components, and tools for tracking student progress. Build is an excellent fit for kindergarten and first grade classrooms, and it can easily be integrated into a school’s RTI or MTSS model.
Jet: A Fast-Paced Reading Intervention
Ages: 14 and older
Jet is a structured literacy program created specifically for adolescents who struggle with reading. Many older students have significant decoding gaps but are reluctant to use materials that appear juvenile. Jet addresses this issue by using age-appropriate content, faster pacing, and more mature design elements.
The curriculum targets decoding, fluency, spelling, and comprehension. Teachers are provided with dashboards and real-time progress tracking tools. Jet helps older students close foundational reading gaps while maintaining dignity and motivation.
Reading by Design (1st Edition, Revised 2020)
Grades: K–12
Reading by Design (RBD) is a highly structured, evidence-based intervention created by Region 4 Education Service Center. It is aligned with the science of teaching reading and features five core instructional strands: phonological awareness, sound-symbol association, syllabication, morphology, and reading comprehension.
RBD uses scripted lessons, decodable texts, and regular progress monitoring. It is suitable for small-group instruction and is widely used across Texas school districts. Teachers can receive training through Region 4 or their local ESCs.
RBD is an excellent entry point for districts looking for a reliable, TEA-approved program with strong alignment to Texas literacy standards.
Sequential English Education (SEE) Program
Ages: 5 to adult
SEE is a multisensory, structured literacy program developed by the Shelton School. It provides sequential instruction in phonology, orthography, morphology, and grammar. The curriculum is divided into three levels that increase in complexity as students gain proficiency.
SEE uses tactile, auditory, and visual modalities to teach the structure of the English language. It is appropriate for one-on-one, small-group, and classroom settings and serves students from kindergarten through adulthood. Teacher training is provided through the Shelton School and includes observation, coursework, and practice teaching.
SEE is a solid option for settings that serve a wide age range or offer intensive reading remediation services.
Take Flight: A Comprehensive Intervention for Students with Dyslexia
Grades: 1–12
Take Flight is a rigorous, two-to-three-year dyslexia intervention developed by Scottish Rite for Children. It includes 132 lessons that address all essential areas of literacy: phonemic awareness, phonics, vocabulary, reading fluency, and comprehension.
Take Flight is structured, cumulative, and designed for daily implementation. It is intended for students with a formal diagnosis of dyslexia and must be delivered by trained and certified educators. Progress monitoring is embedded into the program, allowing teachers to make data-informed decisions.
This program is best suited for students who need intensive, long-term intervention and for schools prepared to invest in certification and fidelity to the model.
Wilson Reading System (4th Edition)
Grades: 2–12
The Wilson Reading System is a nationally recognized, structured literacy program based on Orton-Gillingham principles. It includes 12 steps that systematically build skills in phonological awareness, decoding, fluency, spelling, and comprehension.
Wilson requires certified training for instructors and is often used in special education settings. Materials include student readers, word cards, sentence strips, and fluency drills. Wilson is known for its detailed teacher support and its commitment to fidelity of instruction.
This program is ideal for districts that can provide teacher certification and seek a proven, long-term solution for students with dyslexia and other reading difficulties.
WELLS: Working with English Language Learners
Grades: Varies
WELLS is designed to meet the needs of English learners who struggle with early literacy. It focuses on oral language development, vocabulary, phonemic awareness, decoding, and fluency. The program is culturally responsive and supports language acquisition while developing essential reading skills.
WELLS is suitable for ESL, bilingual, and dual-language settings. Lessons are clear and include visual supports to reinforce meaning. Teachers who work with diverse learners will find WELLS to be a valuable addition to their instructional toolkit.
Final Thoughts
Selecting the right dyslexia intervention is not a one-size-fits-all decision. As a teacher, I appreciate the diverse range of options Texas offers through its approved programs. Each of these interventions reflects a commitment to the science of reading and gives educators the tools to meet students where they are.
When considering which program to implement, think carefully about student needs, teacher training availability, delivery format, and the long-term goals of your campus. The right match can empower students to become confident, capable readers—an outcome that benefits every classroom, every day.
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