WELCOME TO THE DYSOLVE COMMUNITY!
Dysolve was born out of a commitment to change the trajectory for the millions of children who leave school not knowing how to read. Our Founders witnessed first-hand their hardship and their families’ desperate cry for help.
Our Founders devoted a decade of their lives to building Dysolve AI. Quite simply, for them, it was the responsible thing to do. Having benefited from quality technical training, they paid it forward.
WELCOME TO THE DYSOLVE COMMUNITY!
Our early Dysolve families also paid it forward. The parents advised new users. Their children served as big brothers and sisters to the ones who joined later.
Everyone knows someone with dyslexia. No matter how tenuous the connection may be or how small you think your role may be, together we can make a difference.
Lack of literacy is one of the biggest problems in our society. It is one of the most costly in terms of education funding and the human toll that non-literacy exacts. Tackling it together is the right thing to do.
ORIGIN
The idea for Dysolve AI started when our Founder, Dr. Coral Hoh, offered to help a friend whose son was struggling with reading at school. Her friend told Dr. Hoh that she was going to get her son “evaluated” for $2,000. This case mirrored the situation that played out repeatedly across the country every day: a child who should have learned to read but couldn’t, schools that did not have an answer, parents who did not know where to turn to for help, and costly evaluations that did not lead to effective intervention.
Dr. Hoh, a clinical linguist, designed the evaluative tests for her friend’s son and discovered his language problems. But at that time, she did not know how to resolve them. In reading up on the research on dyslexia, she realized that the state of science was such that nobody else was able to correct it either.
Dyslexia affects around 20% of the population. Given the magnitude of the problem, our team recognized that a scalable solution required AI. The delivery would be through a game interface. From 2007-2014 we developed game prototypes to evaluate users’ language processing.
In 2014, we conducted the original pilot dyslexia study using these prototypes at a Junior High in Dutchess County, NY. Study participants were struggling readers in Special Education. After a three-month intervention, participants in our program improved more than controls. Gains were statistically significant. A surprising number of our program users achieved Honors and High Honors in High School.
AI PATENTS
In 2014, we applied for patents for our AI technologies for diagnosis and treatment of language-related neurological disorders.
In the ensuing years, the US, Canada, China, Japan, and Korea granted these patents, with others pending. These patents protect the innovative way in which our AI systems design and deliver evaluations and interventions autonomously without any human assistance.
THE NAME DYSOLVE
We custom-built our autonomous AI system for dyslexia and other learning disabilities. Our Founder Evan Haruta and Director Charisse Haruta named it “Dysolve,” blending “dyslexia” and “dissolve.” The name captures the incremental manner of Dysolve’s corrective effect and the granularity of its targeted actions.
By 2017, our game-based Dysolve® AI Platform was ready for beta testing. Subscriptions from users across the US funded ongoing Dysolve® platform building.
The first Dysolve® beta testers with dyslexia succeeded in passing school standardized and state reading assessments after only one or two years of Dysolve®. Once again, many of them achieved Honors and High Honors. Their successes were documented in our Founders’ book, Dyslexia Dissolved: Successful Cases of Learning Disabilities, ADHD and Language Disorders, which was published in 2018 and listed in BookAuthority.
CLINICAL TRIAL
We completed the Dysolve® AI School Platform in 2023–in time for the clinical trial. EduNational® partnered with the Center for Research in Education and Social Policy (CRESP), University of Delaware.
CRESP regularly conducts grant studies for federal agencies, such as the US Department of Education, the National Institutes of Health, and the National Science Foundation. CRESP serves as an independent evaluator of Dysolve®, ensuring that CRESP-designed randomized controlled trial meets Institute of Education Sciences standards.
The trial ran from 2022-25. School districts in New York, New Jersey, Louisiana, Kansas, Illinois, Ohio, Mississippi, North Carolina, and Wisconsin joined with over 840 participants. Results are posted on our Research page and at the CRESP site.
POST-PANDEMIC IMPACT
After the COVID-19 pandemic, a solution like Dysolve® is needed even more urgently due to these challenges:
- Increased incidence of language-based disorders among children
- Reading crisis in schools
- Teacher shortage
- Funding cuts
Our work now enters a new phase: joining efforts with individuals, groups and governments to resolve one of the biggest and most costly problems in society.
- Dyslexia affects 1 in 5 people
- The US spends over $120B on special education annually
- Dyslexia takes up 32% of special ed
MISSION & VALUES
We use our expertise creatively to identify and resolve academic problems so that every individual has the optimal opportunity to realize their full potential. We understand deeply how academic achievement can impact self-esteem, social relationships, and family life. Helping a child blossom into a capable, confident, and happy adult is a noble endeavor. As such, all facets of our enterprise embody this quality. We never waver on these core values.
Compassion
We treat each family with understanding and kindness as we endeavor to help their children overcome their academic problems. Likewise we support educators in their work with exceptional learners.
Integrity
We respect each student’s needs, circumstances, and right to privacy and confidentiality. We explain in plain language why we recommend each step of the way.
Expertise
With specialized knowledge, competence and confidence, we aim to help each student in a field heretofore saturated with competing beliefs and practices. Either directly, or indirectly through schools and organizations, we aim to help families get on track as quickly as possible.
Reliability
We are committed to helping those willing to work with us toward resolving the linguistic and academic problems affecting themselves, their children or students.
Coral PS Hoh
PHD IN LINGUISTICS
FOUNDER CEO
Dr. Hoh is a clinical linguist who has devoted more than 30 years to helping children and adults with special academic needs. Many of the students she mentored achieved Honors or were admitted to top programs in institutions such as Columbia, Cornell, MIT, and the US Naval Academy. She served on an editorial board for the National Association for Gifted Children.
Her studies on the linguistic ability of those outside the typical were published in leading peer-reviewed journals. Following her first-of-its-kind studies, she was invited to referee for premier publishers in Linguistics, Education, and giftedness research, including Routledge and MIT Press. Her work was funded by the National Science Foundation.
As one of the few experts in this area of clinical linguistics, Dr. Hoh also presents her findings at international conferences and to medical groups. She is the architect of the Dysolve® AI system and co-inventor of US and international patents for computing technologies for the diagnosis and treatment of language-related disorders. She received a regional Women in Business award and is a frequent guest and writer for media outlets. Her Psychology Today column features AI as the key to solving dyslexia and other language disorders.
Evan Y Haruta
MS IN MATHEMATICAL ENGINEERING
FOUNDER DIRECTOR
Mr. Haruta is a software engineer with more than 30 years of experience in diagnosing and resolving system crashes or emergency outages on large mainframe computers at IBM. These mainframes are used by the largest enterprises in the world for running mission-critical applications, such as banking and air transportation. He is a regular presenter at tech conventions for global companies in finance, healthcare, energy, transportation, retail, and service industries as well as federal agencies.
Mr. Haruta helped to develop, and has taught, diagnostics, programming, and certification courses worldwide. He has also shared his expertise through a leading tech publication. He served on the IBM Patent Review Board to evaluate new computing technologies.
His expertise in problem mitigation, evaluation and resolution in large-scale computing is particularly suited to meet Dysolve AI needs for scalability and real-time analytics. He ensures that Dysolve AI meets rigorous standards for functionality, reliability, efficiency, and security. And the Dysolve® AI Platform has experienced 99.9% availability since beta testing in 2017.
Kyoichi Haruta
PHD IN PHYSICS
ADVISORY COUNCIL
Kyoichi Haruta is a pioneer in hardware and software research at Bell Labs with a PhD in Physics from MIT. During a career that spanned over 4 decades, Dr. Haruta developed numerous novel and cutting-edge software programs for computer chip design at AT & T and Lucent Technologies.
He utilized and distributed his proprietary software programs within these corporations, and gave talks at such institutions as Carnegie Mellon University on quartz crystal devices developed for telephone and satellite transmissions. He also earned patents in this area and was named a Distinguished Member of Technical Staff at Bell Labs.
Dr. Haruta recently taught programming languages to Agere Systems personnel across the US and in Shanghai, Bangalore, Singapore, and Sydney. His innate curiosity in the transformation of physical states for human benefit continues to spur him to stay involved in leading-edge innovations through his mentoring of rising entrepreneurs in the tech industry.
C. Ryan Kinlaw
PHD IN DEVELOPMENTAL PSYCHOLOGY
ADVISORY COUNCIL
Ryan Kinlaw has a lifelong interest in beliefs and behaviors related to school and schooling. Driven to understand individual differences and developmental patterns, Dr. Kinlaw earned an MEd in Human Development and Psychology from Harvard University and a PhD in Developmental Psychology from the University of North Carolina at Chapel Hill. With his research training in developmental analyses, Dr. Kinlaw has conducted research on children’s beliefs about intelligence and on the influence of gender, race/ethnicity, family, and culture on achievement beliefs, striving, and performance.
He has published his work in periodicals such as the Journal of Educational Psychology, the Journal of Applied Developmental Psychology, Developmental Review, and the European Journal of Psychology of Education and has presented his work at national and international conferences.
Dr. Kinlaw maintains memberships in several education- and development-related professional organizations such as the American Educational Research Association and the Society for Research in Child Development. He regularly serves as a reviewer of conference presentations for such associations and of manuscripts for leading journals. Over the past 20+ years, Dr. Kinlaw has taught across multiple contexts of post-secondary education—community college, liberal arts college, research university—and always seeks to apply what he has learned from his research on sources of academic motivation to his work in the classroom with students.
Wen-yu Chiang
PHD IN LINGUISTICS
ADVISORY COUNCIL
Wen-yu Chiang is Professor in the Graduate Institute of Linguistics of National Taiwan University. Dr. Chiang was visiting scholar to Harvard University and guest scholar to Kyoto University. Her theoretical and empirical research, including on cognition and the study of emotions, has been featured in international journals such as the Journal of Cognitive Linguistics, Metaphor and Symbol, Language and Linguistics, Oceanic Linguistics, and Lingua.
An expert on Chinese Phonology, Dr. Chiang is the author of several books and recipient of prized literary awards. In 2000, she was a national award recipient in the 18th Annual Selection of Taiwan’s Ten Most Outstanding Young Women.
Kevin M. Gaugler
PHD IN SPANISH
ADVISORY COUNCIL
Kevin Gaugler has been researching the intersection between instructional technology and language acquisition for almost twenty years. His innovative methodologies have been featured in publications such as Campus Technology Magazine, The Language Educator and National Public Radio’s The Best of Our Knowledge. Dr. Gaugler was the 2010 recipient of the American Council on the Teaching of Foreign Languages prestigious Award for Excellence in Teaching with Technology. He is a frequent presenter at conferences worldwide and at invited speaking engagements at such institutions as Columbia, Brown, Georgetown, Harvard and Yale Universities.
Dr. Gaugler is particularly interested in promoting literacy through technological solutions. Dr. Gaugler has designed a software program that supports struggling readers of second languages and recently authored a book chapter on technology for a teacher’s handbook on language instruction. Dr. Gaugler continues to work with schools and universities to build unique learning opportunities through technology that prepare students for the challenges of the 21st century. One of his children joined the Dysolve® Program and attained academic success.
Deborah Furman
MS IN COMPUTER SCIENCE
ADVISORY COUNCIL
Deborah Furman has a Master’s degree in Computer Science and has worked at IBM for over 25 years. As a Senior Software Engineer, Ms. Furman specializes in testing the z/OS operating system, which runs on the z Mainframe. She holds several patents in the field of software testing. She was accepted into the elite IBM Academy of Technology in 2018.
Ms. Furman has written several internal testing classes for IBM and has co-authored a college-level Enterprise Software Testing course. She is sought after as a mentor and teacher within IBM. Ms. Furman regularly volunteers during National Engineer’s Week to share her passion for engineering with elementary, middle and high school students. One of her children graduated from the Dysolve® pilot program and achieved High Honors in high school.
Ryan Zaccaro
MA IN SPECIAL EDUCATION
ADVISORY COUNCIL
Ryan Zaccaro is the Director of a transition program for individuals with special needs in New York City. After graduating with a BA in English, he began his career in Special Education by working as a teaching assistant at the Anderson Center for Autism.
Ryan graduated from Teachers College, Columbia University, with a Master’s degree in Special Education. While at Columbia, Ryan received a fellowship to work in a community program that implemented evidence-based practices for ESL students with autism. Through his earlier work as a researcher and practitioner, he has become invested in finding the root causes of student’s academic struggles. He co-wrote book chapters for a college textbook on writing and looks forward to contributing further to our knowledge of literacy development and Special Education.
Cheong Yuk Wai
BS IN COMPUTER SCIENCE
BUSINESS ADVISOR
Cheong Yuk Wai’s entrepreneurial endeavors span over four decades, during which he has held pivotal roles and championed advancements in the procurement industry. In 2019, he accepted the Project of the Year award at the World Procurement Awards in London.
As a Committee Member of the eCommerce Advisory Board of Mastercard International, he contributed to shaping its global digital commerce strategies. He served on the International Association of Software Architects (IASA) as the Vice President of Architecture Standards and Best Practices. His engagement in a Taskforce for Bridging the Digital Divide at the World Economic Forum exemplifies his commitment to social impact. He has taught ICT and Psychology industrial training programs at the university level. He brings his extensive business, financial and tech expertise to Dysolve’s strategic planning. He founded his own tech firm and is a serial entrepreneur.
- First AI expert system for education
- First integrated dyslexia screener and intervention
- First to correct reading disabilities successfully
- AI patents for the diagnosis and therapy of language-related disorders
VISION
To Solve the Unsolved Problems in Education and Healthcare with Far-reaching Impact on Emotional, Social, Economic and Clinical Well-being.
ANYONE CAN PLAY A PART IN THE DYSOLVE COMMUNITY
ANYONE CAN PLAY A PART IN THE DYSOLVE COMMUNITY
FEATURING: BUFFSCI 2 ELEMENTARY AT DOAT ST BUFFALO, NY
With manufacturing in decline for decades, Buffalo now ranks as one of the poorest cities in the nation. Three quarters of children in its public schools qualify for free lunch.
The Buffalo Academy of Science Charter Schools (BuffSci) was founded in 2004 to close the academic and income gap. Its student population is approximately 50% black, 12% white, 10% Hispanic, with a sizable number of immigrants.
FEATURING: BUFFSCI 2 ELEMENTARY AT DOAT ST BUFFALO, NY
Through our grants program, BuffSci adopted Dysolve in the spring of 2025. Dysolve was offered to over 430 students in grades 3-8. By June, reading growth among Dysolve users at the first site had outpaced that of their cohorts overall. Reading growth was measured by standardized reading assessments administered by the school. Several students advanced from Below (Some Risk) and Well Below (High Risk) to Proficient (Low Risk) after engaging with Dysolve AI for less than a total of 3 hours per pupil (equivalent to 3 weeks).
FEATURING: BUFFSCI 2 ELEMENTARY AT DOAT ST BUFFALO, NY
Led by a cadre of dedicated educators, BuffSci continues to use Dysolve to help fulfil its mission of ensuring all students develop into well-rounded, contributing citizens.
BE THE FIRST
TO MAKE HISTORY
For over 100 years, dyslexia has been a puzzling problem for many. Now Dysolve AI has cleared the reading difficulty that characterizes dyslexia. In 2024, a dozen individuals from diverse backgrounds across the US came forward to tell how Dysolve ended their difficulty and transformed their lives.
Be the first 100 to tell your Dysolve story.
