“Everyone is a genius. But if you judge a fish on its ability to climb a tree, it will live its whole life believing it is stupid.”  

This analogy by Albert Einstein perfectly sums up school life for many dyslexic children. 

Literacy skills are still often used as a litmus test of ability, and students with dyslexia can too easily be placed in lower-ability groups or streams.  

Quick read: 5 tips from a teacher with dyslexia

Quick listen: How to teach handwriting: a comprehensive guide

Want to know more? The 9 research studies from 2019 you need to read

Is it any wonder that children with dyslexia are significantly more likely to experience low self-esteem than their peers?  

Dyslexia: long-term approaches 

Evidence has shown that early and effective literacy intervention, delivered by staff who have been appropriately trained, is hugely beneficial. 

As we move into an increasingly technological age, it can be worthwhile to equip students with skills in assistive technology (such as spell-checker and speech-to-text software) and touch typing rather than doggedly pursuing high standards of handwriting and spelling accuracy.  

Dyslexia is a specific learning difference that affects approximately 10 per cent of the population (4 per cent severely) and it is most often identified in children of broadly average or above-average ability. 

The neurobiological differences found in dyslexic individuals affects areas of cognition associated with word reading and spelling.

These neurobiological differences have also been linked to strengths, including good visual perception and 3D-imaging skills; creative approaches to problem-solving and “big picture” thinking. 

Promoting and cultivating these or other strengths in dyslexic children is as valuable to their future success as literacy learning.

Cognitive differences  

One of the cognitive differences that affects the reading ability of dyslexic individuals is a weakness in phonological processing; dyslexic individuals have a weaker ability to discriminate and manipulate the sounds (phonemes) in words and to identify and discriminate the visual symbols that represent these sounds (graphemes). 

This is why more time and overlearning is needed to fully embed the patterns of sound/letter correspondence in language. 

Dyslexia also affects language processing speed - the rate at which an individual reads or hears information and makes sense of it. This is why students with dyslexia often receive additional time in standardised exams.  

Working memory - the ability to retain information in the short-term memory and use this information - is also often affected.  

So what strategies can have a positive impact on the learning of dyslexic pupils?  

Keep material clear 

Avoid busy PowerPoint slides, worksheets and displays. Keep information concise and use visual representations where possible. Give dyslexic pupils a copy of any slides used in a lesson that may be useful for later tasks.  

Explore assistive technology in class 

This includes tech such as speech-to-text and text-to-speech software, reader pens and iPad and laptops for writing. The earlier students learn to touch-type, the easier it will be for them to be independent learners post-16. 

Always allow students opportunities to explore their strengths during learning activities. If a student is a competent oral communicator, they could relay their learning of a topic by giving a presentation, for example. 

Consider spelling approaches

Dyslexic children do not need to participate in whole-class spelling tests. Instead, teach them a smaller number of words, according to common letter strings, and discreetly assess the students until they can spell them.  

Try audiobooks

Audiobooks are a great way for dyslexic children to be exposed to the rich vocabulary in a wider range of books without being “held back” by their word-reading skills. 

Scaffold writing activities

This can include providing sentence starters, key words and planning templates. 

Sonia Ali is a SEND, specific learning difficulty/dyslexia specialist advisory teacher, supporting mainstream schools in the borough of Waltham Forest, London