This research highlights the benefits of 'Reading from Scratch,' a phonics-based intervention designed for dyslexic students, utilizing enhanced lateralization by sending music and phonics inputs to opposite sides of the brain. Literature from neuroscience supports the brain functioning of dyslexic individuals and the effectiveness of the intervention. The findings suggest that students with specific learning disabilities will see significant improvements in reading vocabulary through one-on-one phonics-based instruction, especially when music is paired with study input in the left ear.

1. To Argosy Library From Marianne Cintron
The significance of this research was to demonstrate the benefits of a specific phonics-based
intervention program entitled Reading from Scratch, created with the dyslexic in mind, and the
significance of using enhanced lateralization (simultaneously sending two separate inputs via
single ear phones, in this case music and phonics, which cross to opposite sides of the brain,
bypassing a faulty corpus callosum). Included is literature from neuroscience which is
integrated with the literature on the brain functioning of people who are dyslexic. The findings
of this research implies that a student with Specific Learning Disabilities (SLD) (including
dyslexia) in vocabulary, reading fluency, or reading comprehension, will benefit from one-on-
one intervention of a phonics-based reading program; it appears that a student with SLD will
show greater improvement in reading vocabulary if the input of music is entered in the left ear
while the student studies.