October is Dyslexia Awareness Month, a time dedicated to raising awareness about one of the most common learning difficulties. Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling. Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed. A good indication of the severity and persistence of dyslexic difficulties can be gained by examining how the individual responds or has responded to well-founded intervention. (Rose 2009).
Dyslexia affects as many as 10% of the population (Roitsch et al., 2019), yet many teachers lack training in how best to support students in the classroom who face this challenge. Given teachers’ critical role in shaping a child’s learning experience, this blog will focus on understanding dyslexia and sharing research-based strategies to help teachers empower students with dyslexia.
What is Dyslexia?
Dyslexia is a specific learning difficulty primarily affecting reading, spelling, and writing. It stems from neurological differences in how the brain processes language (Snowling et al., 2001). These differences lead to difficulties with decoding (matching letters to sounds), phonological awareness (understanding the sound structure of language), and fluency (reading smoothly and accurately). Importantly, there is no clear causal relationship between dyslexia and intelligence (Gus et al., 1999); many students with dyslexia possess strong reasoning, problem-solving, and creative skills.
Common signs of dyslexia in the classroom include:
- Slow, effortful reading.
- Difficulty spelling words, especially irregular or unfamiliar ones.
- Trouble with phonemic awareness, or identifying sounds in words.
- Avoidance of reading or frustration during reading activities.
Understanding these characteristics is vital for early identification and intervention. Research consistently shows that early, targeted support can make a significant difference in outcomes for students with dyslexia (Shaywitz, 2020).
Key Strategies for Teachers
Supporting students with dyslexia requires planning, patience, and a flexible approach to teaching. Learning to read is complex, and teaching it requires teachers to understand word recognition, language comprehension, spelling, and writing. Reading instruction must be direct, systematic, and explicit.
Given the diversity among students, teachers must assess the student’s progress, amend lessons to meet individual or group needs and provide corrective feedback. This also involves interpreting students’ mistakes, offering explanations for new concepts, choosing appropriate examples, and connecting word recognition to meaningful reading and writing experiences.
Here are some evidence-based strategies that can make a substantial impact.
- Structured Literacy Instruction
Structured literacy is a highly effective teaching approach for students with dyslexia (Fallon et al., 2020). It is systematic, explicit, and sequential, focusing on language structure – how words are formed, the sound in words (phonemes), and how these sounds relate to letters (graphemes). This approach includes:
- Phonemic Awareness Training: Engaging students in activities that help them break words into their component sounds and blend sounds.
- Decoding and Encoding Instruction: Teaching students how to break down words into syllables and letter patterns, as well as spelling strategies.
- Multisensory Learning: incorporating visual, auditory, kinaesthetic, and tactile activities to reinforce learning. For example, students might write letters in sand while saying the sound aloud.
Research shows that structured literacy programmes, such as the Orton-Gillingham approach (Sayeski et al., 2019), are highly effective in helping dyslexic students improve their reading skills (Moats, 2020). The multisensory nature of these programmes also keeps students engaged and helps them internalise lessons.
- Assistive Technology
Technology can be a powerful tool for students with dyslexia. Tools like text-to-speech software, audiobooks, and word processors with spell-check and grammar support can help the playing field by reducing some of the barriers associated with reading and writing (Berninger et al., 2015), for example:
- Read&Write by Texthelp: this software offers text-to-speech, dictionary, and word prediction tools to help students understand and compose text.
- Bookshare: A free online library that provides access to audiobooks and other accessible reading formats for students with dyslexia.
Using assistive technology not only boosts students’ confidence but also promotes independence, allowing them to engage with grade-level content without being held back by their reading difficulties.
- Creating a Dyslexia-Friendly Classroom
A dyslexia-friendly classroom environment can significantly reduce the stress and anxiety that students with dyslexia often experience (O’Brien, 2020, p. 153). To create such an environment, consider:
- Flexible Reading Materials: Provide text at various reading levels, allow access to audiobooks, and offer options for students to demonstrate understanding through oral presentations of projects instead of written essays.
- Visual Aids and Graphic Organisers: Use charts, diagrams, and other visual tools to support instruction and help students organise their thoughts.
- Reducing Reading Pressure: Avoid making students with dyslexia read aloud in front of the class unless they volunteer. Reading aloud can be a source of anxiety for dyslexic students, especially if they feel judged.
Creating a classroom where students feel safe to explore their strengths while also addressing their challenges helps build resilience and encourages a love of learning.
- Regular Feedback and Positive Reinforcement
Students with dyslexia may face repeated academic challenges, which can erode their self-confidence over time. Offering regular, constructive feedback along with positive reinforcement is key to maintaining motivation. Praise effort over accuracy, and celebrate progress, no matter how small. Let students know that making mistakes is part of the learning process and encourage a growth mindset.
A study by Massarwe and colleagues (2022) highlights the importance of fostering a growth mindset in students, emphasising that effort and persistence lead to success. This mindset is crucial for students with dyslexia, who may need to work harder to achieve the same outcomes as their peers.
Recent Research Insights
The field of dyslexia research has made significant strides in recent years, shedding light on the best approaches to supporting dyslexic students in the classroom. One key area of focus has been the importance of early intervention, and behavioural indicators (Baggett et al., 2023). Behavioural indicators observed during a writing process may include pencil grip, speed of handwriting, and other behaviours (e.g. decreased attention/off task, inappropriate behaviour, frustration, lower self-esteem, awareness of difficulty).
An emerging approach to understanding dyslexia involves integrating genetic research with neuroimaging (Mascheretti et al., 2017). While dyslexia-related genes have been identified, the molecular pathways affecting reading ability remain unclear. Focusing on intermediate phenotypes, such as brain structure and function could provide deeper insights into these pathways. Recent studies combining genetics and brain imaging offer promising direction but have yielded inconsistent results due to varied methodologies. A multilevel, interdisciplinary approach could optimise diagnosis, allow early identification of at-risk children, and lead to better prevention and remediation strategies, providing hope for more tailored interventions for dyslexic individuals.
Conclusion
Supporting students with dyslexia requires understanding, flexibility, and a willingness to adapt teaching methods. By implementing structured literacy instruction, leveraging assistive technology, and creating a dyslexia-friendly classroom environment, teachers can make a profound difference in the lives of their students. As research continues to advance, with the right tools and strategies, students with dyslexia can thrive.
For more resources, consider visiting organisations like the British Dyslexia Association (BDA) or International Dyslexia Association (IDA) which provide training, resources, and guidance.
References:
Baggett, M., Diamond, L. L., & Olszewski, A. (2024). Dysgraphia and dyslexia indicators: Analyzing children’s writing. Intervention in School and Clinic, 59(5), 319-330.
Berninger, V. W., Nagy, W., Tanimoto, S., Thompson, R., & Abbott, R. D. (2015). Computer instruction in handwriting, spelling, and composing for students with specific learning disabilities in grades 4–9. Computers & education, 81, 154-168.
Gus, S., & Samuelsson, S. (1999). Intelligence and dyslexia: Implications for diagnosis and intervention. Scandinavian journal of psychology, 40(2), 127-134.
Fallon, K. A., & Katz, L. A. (2020). Structured literacy intervention for students with dyslexia: Focus on growing morphological skills. Language, Speech, and Hearing Services in Schools, 51(2), 336-344.
Roitsch, J., & Watson, S. M. (2019). An overview of dyslexia: definition, characteristics, assessment, identification, and intervention. Science Journal of Education, 7(4).
Rose, S. J. (2009). Identifying and teaching children and young people with dyslexia and literacy difficulties: An independent report from Sir Jim Rose to the Secretary of State for Children, Schools and Families. Department for Children, Schools and Families.
Mascheretti, S., De Luca, A., Trezzi, V., Peruzzo, D., Nordio, A., Marino, C., & Arrigoni, F. (2017). Neurogenetics of developmental dyslexia: from genes to behavior through brain neuroimaging and cognitive and sensorial mechanisms. Translational psychiatry, 7(1), e987-e987.
Massarwe, A. O., Nissan, N., & Gabay, Y. (2022). Atypical reinforcement learning in developmental dyslexia. Journal of the International Neuropsychological Society, 28(3), 270-280.
Moats, L. C. (2020). Teaching Reading IsRocket Science, 2020.
O’Brien, T. (2020). Understanding the socio-emotional impact of dyslexia in the inclusive classroom. In Dyslexia. IntechOpen.
Sayeski, K. L., Earle, G. A., Davis, R., & Calamari, J. (2019). Orton Gillingham: Who, what, and how. Teaching Exceptional Children, 51(3), 240-249.
Shaywitz, S. E., & Shaywitz, J. (2020). Overcoming dyslexia: Completely revised and updated. Hachette UK.
Snowling, M. J. (2001). From language to reading and dyslexia 1. Dyslexia, 7(1), 37-46.
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