DS isn't (yet) doing any reading remediation. You might want to take my advice with a dose of salt - my kids read and comprehend well above grade level, but with no phonological processing involved. As a result, I'm not entirely sure how well our experience would translate.
That being said, DS has made great progress on AAS, though we're still going through the ID process at his school so that he will hopefully get a more complete OG there starting in January.
We're now in the early stages of level 3 AAS, having brought him up to grade level (from ~2.0 ish). He's suddenly writing spontaneously. My main criticism of AAS is that some of the rules, particularly those introduced in level 2, are cast as decoding rules, not encoding rules. So particularly for the syllable division rules, we've had to rewrite the rules -- instead of "when two consonants come between the vowels, the syllables are divided between the consonants" we have to rewrite as "when you hear two consonant sounds in the middle of a two-syllable word, put the first sound with the first syllable, and the second sound with the second syllable."
My basic approach is to remediate the greatest frustration point. In our case, spelling was limiting so much for DS. We have other work to do for him with regards to writing, but spelling has been the biggest problem, so that's where we're focused. I anticipate that around the end of level 3, he'll be enough closer to classroom instruction to learn there, and something else will likely crop up as needing work. Of course, by the time we're done with level 3, I hope to have him on an IEP!
