BRITISH DYSLEXIA ASSOCIATION GUIDELINES
For successful teaching of 'dyslexic' children a basic framework is needed 
with the following essential features

bulletThe programme needs to be phonic in the sense that it is necessary for the the pupils to learn the correspondence between letters and sounds - it must be related to existing language requirements of the dyslexic but must also be sufficiently flexible to meet future needs, and it must be structured, sequential, cumulative and thorough.
bulletA structured programme is one which has a specific organisation in which the differing parts cohere and contribute to the whole.
bullet

Teaching is carried out sequentially when there is a progressive disclosure by the teacher of the correspondence between sounds and letters (or groups of letters) in the English spelling system.

bulletTeaching needs to be cumulative in the sense that each step follows from what went before and cannot be studied in isolation.
bulletTeaching needs to be thorough in the sense that each stage in the programme must be thoroughly understood before the dyslexic passes to the next one.
bulletTeaching is also multisensory in the sense that it endeavours to establish a high level control over the skills in a visual, auditory, motor and kinaesthetic areas and to form linkages between them. Nothing is taken for granted and rote memory work should be at a minimum.

On this theoretical basis are built sympathetic, stimulating and enjoyable lessons, employing all possible aids such as card, phonic work books, suitably graded readers, etc., to ensure that teaching results in solid progress as well as entertainment. Such methods have in fact shown to be effective.