Paula Rome & Jean Osman suggest that teachers or tutors avoid any program that:
1. Doesn't employ a multi-sensory approach, with structured phonics and definite methods for teaching the dyslexic the structure of the language.
2. Requires the dyslexic to learn most words as whole units through sight-recognition.
3. Emphasizes speed reading.
4. Uses machines to any great degree.
5. Relies heavily on spelling lists that must be memorized by rote.
6. Requires pages of unsupervised work in worksheets or workbooks.
7. Promises that the dyslexic's problems will be solved by purchasing a new series of reading texts. Trained teachers are necessary for teaching dyslexics; books alone cannot do the job.
8. Uses a reading approach that depends almost exclusively on a color code system that changes standard letter forms.
9. Attempts to improve the dyslexic's academic achievement by having him perform coordination tasks, such as creeping, crawling, and walking balance beams.
10. Uses eye-movement exercises.
11. Uses arbitrary and inflexible groupings of children for teaching purposes.
12. Pigeonholes students on the basis of one I.Q. test.
13. Uses punishment or ridicule to discipline the dyslexic when he makes an error or becomes confused.
14. Isolates children and requires them to work on their own. Isolation in itself sets the child apart; when he is working alone, the lack of a teacher to monitor his errors serves to reinforce his confusion.