Retrieved November 2, 2014 from http://bisd303.org/cms/lib3/WA01001636/Centricity/Domain/460/The Science of Reading and Dyslexia.pdf), moreover In As part of an evidence-based approach, these aspects of teaching must also be taken into account: that teaching is intense (individually or in groups of 4 to 5 students maximum), that sufficient time is allocated to teaching reading and language skills (sixty to ninety minutes per day), that dyslexic learners receive support services until they are fully proficient, and that accommodations be provided to dyslexic students to demonstrate their knowledge (i.e. more time for testing). It is also important to consider the types of goals set for the student. The objectives set must be appropriate and realistic for each dyslexic learner (Wilkins, Angela, Garside, 2002). Traditional reading, writing, spelling, and math programs don't work for dyslexic learners because they don't process the information given to them in the same way as others. Dyslexic learners need “clear, organized, multi-sensory specific instruction” (Wilkins, Angela, Garside, 2002,