This approach that taught p-o, m-o, p-m and their interrelationships was also effective in teaching students in grades 4 and above with specific learning disabilities, such as dyslexia with or without co-occurring dysgraphia (impaired handwriting) . Both behavioral and brain imaging **data** before and after instruction for children in grades 4 to 9 who met evidencebased criteria for dyslexia, characterized by spelling as well as reading disability, showed significant gains in spelling achievement and brain normalization during spelling tasks (Berninger & Richards, 2010). This occurred after receiving instruction in p, o, and m awareness and their interconnections (e.g., through word sorts, Bear, Ivernezzi, Templeton, & Johnston, 2015;see Berninger et al., 2008, Study 1) and/or orthographic patterns in word-specific spellings (see Berninger et al., 2008, Study 2). In both studies, instructional activities also facilitated transfer of ideas and word concepts through spelling to composing. Thus, pom instruction can improve idea expression in written language (Bahr et al., 2009;Nagy et al., 2014).