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For many secondary and postsecondary students with dyslexia, passing required algebra courses presents a formidable challenge. Although dyslexic students do have specific and sometimes severe learning dificits that can affect their chances of success in algebra, they can succeed if given appropriate and effective instruction that meets their special and individual needs. This article briefly describes the application of effective instructional practices to the teaching of remedial algebra that have been used with dyslexic students in the University of Wisconsin Oshkosh Project Success program.