Dyslexia Intervention Through Music Training is designed by Chan as her MSEd course research and project. 

Due to the high incidence of dyslexia, combined with other categories of disabilities, behavioral problems, and social skills, it is more complicated to identify dyslexia as a primary disability for students. The exact cause of dyslexia has not been revealed, which will increase the challenges and uncertainty of implementing interventions for dyslexia.

This design is a systematic approach to intervention through music training for students with dyslexia. The staged intervention matches the basic elements of music with the essential skills required for mature readers, phonemic awareness, phonics, reading fluency, vocabulary, and reading comprehension.
 

This design's characteristic is that musical elements directly correspond to the essential reading skills, rather than using music to develop multi-sensory abilities related to reading, and it is based on a multi-tiered Response to Intervention (RtI).
 

During the intervention, the training plan and materials will be adjusted based on monitoring, and the final assessment will be based on the tests for reading skills in a setting without adding music elements.