Some would argue that a curriculum for students with dyslexia that is scripted in format does not meet the need for the individualized instruction necessary for these learners. Research supports the existence of brain diversity amongst ALL learners, and that is true even within the dyslexic community. This is due to comorbidity of issues such as AD/HD, dysgraphia, nonverbal learning disability, and executive functioning disorder, all of which may or may not exist with dyslexia. Then there are the factors of the severity of dyslexia and of each comorbid diagnoses. While the needs of individuals vary, the issues related to the difficulty a child has in reading and spelling due to dyslexia are quite classic; primarily, the inability to process the individual sounds within a word. Appropriate remediation requires explicit and multisensory instruction which allows for the creation of new neural pathways through intense practice. Therefore, a carefully scripted curriculum is not a hinderance, but it is indeed a necessary part of teaching a dyslexic learner according to their individual needs. Of utmost importance is the need for the dyslexic learner to understand the logical sequence of their learning through clear transitions and by repetitive phrasing that can be used as a reference. Gaps in learning are eliminated. In addition, a scripted curriculum assures that the knowledge base of the instructor is secure. Finally, with a secure foundation, individualized instruction can then be achieved through adaptation of pace, choice of supplemental materials, and the rapport established as the teacher observes the unique traits of the student and responds by valuing the individuality of that student.