I am seeking funding for the companion app for the Reading by Design dyslexia intervention program that the district currently uses. This app will provide engaging, multisensory literacy practice for students with dyslexia. It will reinforce the evidence-based skills taught during intervention through interactive activities focused on phonological awareness, phonics, decoding, spelling, and reading fluency while allowing the teacher to monitor progress leading to student success.
Students with dyslexia require explicit, systematic, and cumulative instruction to develop the foundational literacy skills necessary for academic success. Although our campus provides evidence-based intervention through the Reading by Design program, many students continue to need additional opportunities to practice newly acquired skills outside independently. Without consistent reinforcement, students often require more group instructional time to achieve mastery, which can delay reading growth and affect performance across all academic content areas.
Our target population includes students identified with dyslexia who receive Reading by Design intervention services. During the 2026–2027 school year, approximately 50 students on our campus are expected to participate in dyslexia intervention. These students represent a diverse population, including economically disadvantaged students, English learners, and students from a variety of cultural and linguistic backgrounds.
Research consistently demonstrates that students with dyslexia benefit from frequent, cumulative practice using structured literacy methods. While Reading by Design provides high-quality intervention during instructional sessions, students currently have limited access to engaging practice between lessons or while the teacher works with individual students. Existing paper-based activities often depend on adult support, offer little immediate feedback, and do not provide teachers with meaningful data regarding student practice outside the classroom. As a result, opportunities to reinforce critical phonological awareness, phonics, decoding, encoding, spelling, and fluency skills are limited.
Funding this project will allow our campus to develop a Reading by Design companion app that extends evidence-based instruction beyond intervention-group instruction. The app will provide interactive, multisensory activities aligned with the Reading by Design instructional sequence, ensuring students practice only previously taught skills while receiving immediate feedback and encouragement. Teachers will have access to student performance data to monitor progress, adjust instruction, and track goals.
This project addresses an immediate need for increased instructional access, student engagement, and consistent practice opportunities. The app will help students strengthen foundational reading skills, increase reading confidence, and accelerate literacy growth. The project also promotes educational equity by providing every participating student with access to high-quality structured literacy practices.
The anticipated beneficiaries include students receiving dyslexia intervention during the first year of implementation, dyslexia interventionists, special education teachers, and classroom teachers.
Students in special education have individualized goals that must be tracked and monitored by teachers. Students can engage with the app on lessons that align with their individual needs and support class learning while the teacher works one-on-one with students on goals. The app can also provide progress-monitoring data on students' goals, freeing up more time for direct dyslexia instruction for all students.
Ultimately, this project represents an innovative approach to expanding the impact of an already successful intervention program. Rather than replacing teacher-led instruction, the companion app amplifies it by providing students with additional opportunities to practice, apply, and master critical reading skills. The result will be improved literacy outcomes, increased student confidence, and greater access to personalized learning for students with dyslexia. Through this investment, our campus will have an additional resource that benefits students while advancing our commitment to ensuring every learner has the opportunity to become a successful, confident reader.
Students with dyslexia require explicit, systematic, and cumulative instruction to develop the foundational literacy skills necessary for academic success. Although our campus provides evidence-based intervention through the Reading by Design program, many students continue to need additional opportunities to practice newly acquired skills outside independently. Without consistent reinforcement, students often require more group instructional time to achieve mastery, which can delay reading growth and affect performance across all academic content areas.
Our target population includes students identified with dyslexia who receive Reading by Design intervention services. During the 2026–2027 school year, approximately 50 students on our campus are expected to participate in dyslexia intervention. These students represent a diverse population, including economically disadvantaged students, English learners, and students from a variety of cultural and linguistic backgrounds.
Research consistently demonstrates that students with dyslexia benefit from frequent, cumulative practice using structured literacy methods. While Reading by Design provides high-quality intervention during instructional sessions, students currently have limited access to engaging practice between lessons or while the teacher works with individual students. Existing paper-based activities often depend on adult support, offer little immediate feedback, and do not provide teachers with meaningful data regarding student practice outside the classroom. As a result, opportunities to reinforce critical phonological awareness, phonics, decoding, encoding, spelling, and fluency skills are limited.
Funding this project will allow our campus to develop a Reading by Design companion app that extends evidence-based instruction beyond intervention-group instruction. The app will provide interactive, multisensory activities aligned with the Reading by Design instructional sequence, ensuring students practice only previously taught skills while receiving immediate feedback and encouragement. Teachers will have access to student performance data to monitor progress, adjust instruction, and track goals.
This project addresses an immediate need for increased instructional access, student engagement, and consistent practice opportunities. The app will help students strengthen foundational reading skills, increase reading confidence, and accelerate literacy growth. The project also promotes educational equity by providing every participating student with access to high-quality structured literacy practices.
The anticipated beneficiaries include students receiving dyslexia intervention during the first year of implementation, dyslexia interventionists, special education teachers, and classroom teachers.
Students in special education have individualized goals that must be tracked and monitored by teachers. Students can engage with the app on lessons that align with their individual needs and support class learning while the teacher works one-on-one with students on goals. The app can also provide progress-monitoring data on students' goals, freeing up more time for direct dyslexia instruction for all students.
Ultimately, this project represents an innovative approach to expanding the impact of an already successful intervention program. Rather than replacing teacher-led instruction, the companion app amplifies it by providing students with additional opportunities to practice, apply, and master critical reading skills. The result will be improved literacy outcomes, increased student confidence, and greater access to personalized learning for students with dyslexia. Through this investment, our campus will have an additional resource that benefits students while advancing our commitment to ensuring every learner has the opportunity to become a successful, confident reader.