“EULEXIA the gift of reading” is a Remedial Reading Training Program designed to treat learning disabilities of dyslexia type, establish proper reading techniques, a convenient reading rhythm and reading comprehension.

It relies heavily on the acquisition of phonics instruction with the additional use of a metronome. EULEXIA the gift of reading aims at establishing solid grapheme-phoneme relationship by giving a systematic reading training, in a clearly defined sequence. Students are trained systematicallyto specific reading skills, such as phonics, decoding, fluency, vocabulary, comprehension and spelling.

Its final goal is to meet the five objectives for successful reading:

  • Understand how phonemes are connected to print.
  • Decode unfamiliar words.
  • Read fluently.
  • Develop sufficient vocabulary to foster reading comprehension and motivation to read.


After successful completion of EULEXIA the gift of reading, students attain reading fluency and therefore reading comprehension. The twelve features enabling this program to achieve positive results on the reading skills are listed below:

  • Phonics instruction significantly improves word recognition, spelling, reading comprehension and fluency. Phonics instruction is about teaching the children to convert letter combinations into sounds accurately. It is particularly beneficial for dyslexic children who manifest reading difficulties.
  • Rhythm: children engage their attentional and concentration abilities with the support of R; at the same time their reading speed picks up as R increases. As the frequency of R accelerates, the student is trained to recognize syllables-words quickly, enabling him to read with accuracy.
  • Reading aloud: this provides students the ability to apply their knowledge of phonics as they read syllables and words
  • Vertical reading: strengthens the ability to follow the lines of a text accurately as the eye is trained repeatedly to change lines.
  • Segmenting (segmentation): breaking words into syllables. Dyslexic students have difficulty in segmenting words into syllables however this is a very important ability the student must develop in order to decode words – a skill which requires the use of analytical faculties related to phonological (sound) and the structure (letter) aspects of a word.
  • Word recognition: specific reading practice helps word recognition to become effortless.
  • Reading fluency: develops gradually over time through continued reading practice.
  • Reading comprehension: depends on the student’s ability to decode single words rapidly. Reading comprehension is closely assessed since the student is asked to read, understand and fill in orally the missing words in a text.
  • Reading of a text in which the student has to fill in the missing words. Under the umbrella of this task two basic features of knowledge – comprehension are being worked at, the first one being mental calculations and the second being time and space orientation. In the former the student is asked to elaborate simple mental calculations orally while reading in the latter, information about the sequence of the days of the week, the months of the year and seasons are required. This task strengthens the person’s knowledge of months and seasons, which very often are confusing notions in the dyslexic brain.
  • Vocabulary development.
  • Reading of a text in erudite language emphasizes concentration, decoding of unfamiliar words thus eliminating word guessing, a frequent habit among the dyslexic population.
  • Reading of a continuous or disjointed text: strengthens concentration and requires good knowledge of grammatical rules and syntax, as the students need to decide where to cut the words to make sense of the text they are reading. This is the most difficult task of EULEXIA the gift of reading, which gets more difficult as the treatment advances.