WHAT WE DON’T RECOMMEND
The information provided in this document is intended for informational purposes only and should not be considered as your only source of information. It represents the perspective of the author based on current peer-reviewed research and evidence regarding effective interventions for students with dyslexia.
In New Zealand, the Ministry of Education recommends using Structured Literacy approaches and leveraging the Science of Reading research to support children with dyslexia. These evidence-based practices have been shown to be effective in addressing the specific learning needs of dyslexic students.
The following programmes, approaches, and interventions are not recommended for students with dyslexia because, to the best of our knowledge, there is no peer-reviewed research or scientific evidence supporting their effectiveness for improving reading and writing for dyslexic children.
- Arrowsmith
- Behavioural Optometry (behaviour lenses for the muscles or eye tracking)
- Brain Gym
- Cellfield
- Cogmed
- Davis Program
- Danks Davis
- Dyslexia Font
- Coloured Overlays
- Easy Read
- Fast Forward
- Feuerstein Programme
- Irlen Syndrome, Coloured Glasses, and Overlays
- Levelled Literacy/Balanced Literacy or Whole Language
- Lumosity
- Quick 60
- Reading Eggs
- Reading Recovery
- Reading Theory
- Spellodrome
- Study Ladder
- Switch on to Spelling
- Tomatis/Music Therapy
- Words Their Way
- Yolanda Soryl Primary Phonics
- Early Words
- Five Plus
This list is not exhaustive and reflects interventions that lack sufficient evidence of effectiveness for dyslexic learners based on current research. This does not imply that these programs are ineffective for other purposes or populations; rather, their use specifically for dyslexic students is not supported by the available evidence.
Before recommending a programme, app, or resource, ensure it is supported by strong evidence. If you’re uncertain about whether it is evidence-based, take the time to research and verify its effectiveness before suggesting it to other parents or teachers. A helpful starting point is to explore resources such as “Guidance for Assessing Programmes and Approaches,”, “What is Structured Literacy?” and “What is the Science of Reading?” These materials provide valuable insights and understanding to help you make informed decisions when selecting programmes or approaches for your child or school.
To learn more on what we do and don’t recommend for Computer based programmes and Apps, please read “Apps and Computer Based programmes”
Disclaimer of Liability:
The authors, contributors, and distributors of this document accept no responsibility or liability for any decisions made or actions taken based on the information provided. Readers are encouraged to seek further advice and consult additional sources, including peer-reviewed studies and the Ministry of Education’s guidelines, to ensure they make informed decisions tailored to their specific circumstances.
References
https://www.spelfabet.com.au/research/caution/musec-briefings/
https://www.deb.co.nz/deb-position/irlens-syndrome/
This document was updated on the 4th of January 2025 by Sharon Scurr
This document was created by Sharon Scurr founder of the deb in August 2021