Take Flight: A Comprehensive Intervention for Students with Dyslexia is a curriculum written by Scottish Rite’s Center for Dyslexia staff. It builds on the success of Scottish Rite’s previous intervention programs: Alphabetic Phonics, Dyslexia Training Program, and Scottish Rite for Children Literacy Program.

Five components of effective reading instruction

• Phonemic awareness: Explicitly teaches relationships between speech-sound production and spelling-sound patterns.
• Phonics: Provides a systematic approach for single-word decoding.
• Fluency: Uses research-proven repeated reading of words, phrases, and passages to build more fluent reading of new text.
• Vocabulary: Features definitional, structural, and contextual word-learning strategies with application in text.
• Reading comprehension: Explicitly teaches multiple comprehension strategies, including story structure, question generation and answering, summarization, and comprehension monitoring.

Format

• Designed for children with dyslexia ages 7 and older.
• Ideally taught four days per week for 60 minutes, or five days per week for 45 minutes.
• Intended for small-group instruction with no more than six students.
• Taught by individuals trained to the therapy level and appropriate for students who require specially designed instruction.

BUILD: A K–1 Early Reading Intervention was developed by the staff of the Luke Waites Center for Dyslexia & Learning Disorders at Scottish Rite for Children. This small-group intervention uses a direct, systematic, cumulative, and multisensory method to support kindergarten and first-grade students who are struggling with reading.

Five developmental components

1. Alphabet: Letter identification, sequencing skills, and alphabetizing.
2. Letter/sound knowledge: Direct instruction of individual letters and sounds leading to reading words and sentences.
3. Phonological awareness: Explicit introduction to relationships between speech-sound production, from rhyme to spelling.
4. Vocabulary: Direct teaching of strategies that use context clues to infer the meaning of unfamiliar words.
5. Comprehension: Explicit teaching of strategies used to identify the basic components of a story.

Turbo Start: A Dyslexia Curriculum for Newly Identified Students with Dyslexia is a nine-week, evidence-based intervention that can be used as part of a standard protocol dyslexia instruction program. It supports students who need comprehensive intervention while awaiting placement in an intervention group.

Each component is taught developmentally through direct, systematic, cumulative, and multisensory introduction and practice.

Designed for

• Newly identified individuals of all ages with dyslexia.
• Small-group instruction with up to six students.
• Use by a district’s provider of dyslexia instruction after one day of program training.
• Four days per week for 60 minutes, or five days per week for 45 minutes.

JET: A Fast-Paced Reading Intervention was written by the staff of the Luke Waites Center for Dyslexia & Learning Disorders. It is designed to meet the needs of older learners identified with dyslexia.

Designed for

• Individuals with dyslexia ages 13 and older.
• Small-group instruction with no more than six students.
• Use by individuals trained specifically in JET.
• Four days per week for 60 minutes, or five days per week for 45 minutes.

Rite Flight: Rate differs from standard reading fluency instruction by using a method designed to promote the recognition of letter clusters within words. Students follow a repeated-reading schedule that introduces the same words in isolation, in phrases, and finally in stories.

As a fluency component of primary-grade reading remediation and instruction, Rite Flight: Rate should be introduced early in instruction in letter-sound recognition rather than delayed until after phonics has been taught.