Dyslexia Intervention and Individualized Emergent Reading Instruction for Rural Schools

Non-Technical SummaryIn rural communities, children with dyslexia often face serious barriers to receiving the specialized reading support they need. Schools in these areas may lack trained dyslexia therapists, access to evidence-based materials, or the resources to provide daily, individualized reading practice. Without intervention, these students are more likely to struggle academically, experience lower graduation rates, and face limited career opportunities--outcomes that affect not only the students themselves but also the long-term economic growth and vitality of their communities. Early reading success is directly linked to workforce readiness, civic participation, and lifelong learning, making it an essential investment for both individuals and society.This project will test and improve the Vertical Take-Off (VTO) Reading Program--an AI-powered tool that listens to a child read, identifies phoneme-level errors, and provides personalized, engaging practice materials based on each student's needs. We will work with rural schools in Michigan, Alabama, and Mississippi to pilot the platform, gather feedback from educators and students, and make improvements so it works well even in low-bandwidth environments. Teachers will be trained to integrate VTO into their existing lessons, allowing them to monitor progress in real time and adjust instruction without adding to their workload.The ultimate goal of this project is to give rural schools a scalable, cost-effective way to help struggling readers--especially those with dyslexia--build strong decoding and fluency skills. By making individualized literacy support accessible in even the most remote areas, the VTO program has the potential to close reading achievement gaps, improve student confidence, and strengthen the future workforce. Over time, this can lead to stronger rural economies, more equitable educational opportunities, and healthier, more vibrant communities.