While lesson components vary somewhat from curriculum to curriculum, certain components are critical for the child with dyslexia. Below is a list of lesson components that should be included in dyslexia remediation.

History of the Language
Introduce the history of the English language. This provides a meaningful platform for children to understand the origins of our language. Ultimately, it will allow children to understand the most basic layers and influences on our language – Anglo-Saxon, Latin, and Greek – and how this affects both reading and spelling rules.
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Alphabet
Make certain that the child is secure in his knowledge of the letters of the alphabet. The alphabet is the cornerstone for all reading and spelling. Many students with dyslexia may be able to “sing” or “chant” the alphabet, yet they cannot touch and name nor recognize each of the individual letters of the alphabet.

Phonemic Awareness
Include phonemic awareness activities in each lesson. For example, the word cat is made up of three phonemes, /k/ /a/ /t/, and the word ship is made up of three phonemes, /sh/ /i/ /p/. Phonemic awareness deficits are the underlying cause of dyslexia, and it is critical that children develop these skills. Practice must be independent of working with letters and must focus specifically on learning the phonemes, or sounds.

Phonics
Instruction should be based upon the most reliable patterns in reading and spelling, starting with the most common and progressing to the most complex. Components should include direct instruction of graphemes, syllable types, syllable division procedures, and morphemes (the smallest meaningful units of language, such as –ing). Children should be given the skills necessary to “break the code.”

Fluency
Fluency practice should begin at the word level and include common patterns of syllables, syllable division patterns, and morphemes. Students with dyslexia also need to tackle Instant Words, those common words in English that don’t “play by the rules” yet are the most common words in the English language, as well as the first words beginning readers encounter. As students become accurate at the word level, fluency instruction must include practice at the phrase, sentence, and – ultimately – passage level. Students need direct instruction and modeling in prosody (expressiveness). The goal of fluency practice is NOT speed, but the ability to read with comprehension.

Comprehension
Comprehension, the ultimate goal of reading, should not be assumed to be a by-product of decoding. Children with dyslexia need explicit instruction in comprehension. Comprehension skills should include strengthening vocabulary, reasoning, grammar, analysis, and listening skills. Children should gain exposure to these skills through both narrative and expository texts.

Spelling
Spelling is perhaps the single most difficult skill for dyslexics to master. Spelling instruction should be delivered through a highly systematic approach beginning with the most common and reliable patterns and rules in the English language. Spelling instruction should reinforce skills being taught in reading.

Handwriting
Dyslexic students benefit from instruction in cursive handwriting. This instruction should focus on approach strokes, proportion, and directionality, and reinforce a multi-sensory approach to reading and spelling.
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Study Skills and Learning Strategies
Children with dyslexia need guidance in developing effective and efficient study habits. Organizational skills are often a weakness for children with dyslexia and they need guidance with time, space, and materials as well as an approach to the task at hand. This should include a variety of skills and strategies to help the student develop metacognition, or thinking about thinking.