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Dyslexia is a specific type of learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling. It is sometimes known as 'a specific learning or language difficulty (SpLD)'.

Dyslexia can affect different people in different ways and its effects range from mild to severe.

Dyslexia is a protected characteristic in the Equality Act 2010, which means that education providers are legally obliged to make reasonable adjustments such that a person is not unfavourably disadvantaged because of their dyslexia. Adult further education students, apprentices and higher education learners at college or university are all eligible to additional support to minimise the negative impact of dyslexia on their education.

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Strategies to support learners with dyslexia in the classroom include:

Make transitions seamless. Whether it be a new class  or  setting, provide learners with the opportunity to meet new teachers and experience new environments – virtually or in-person. Introduce new routines in advance of start dates and provide visual copies of important instructions or reminders.

Chunk tasks to support working memory. If we overload learners with too many tasks and instructions, they can easily become overwhelmed. For learners with dyslexia, who experience difficulties with verbal processing speed and memory, teachers need to be particularly mindful of how they structure lessons to support working memory. Provide clear instructions, model tasks, and check understanding regularly. Repeat instructions and ask your learners to repeat them back to you or their partners. You can also improve and develop metacognitive talk by asking learners to verbalise their thought processes.

Provide visual aids. Provide learners with glossaries, timelines, key words, multiplication squares, and spelling banks to boost memory and retention. Using mnemonics, rhymes, and songs can also be useful practice.

Provide lesson summaries. Learners with dyslexia often benefit from receiving lesson overviews and resources in advance. These could be handouts or links to videos or websites. Audio lesson and unit summaries, recaps, and introductions, alongside early access to lesson handouts and resources, can help learmers prepare for their learning in advance, and/or consolidate previous learning.

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Dyslexia friendly style guide

This Style Guide provides principles that can help ensure that written material considers the difficulties experienced by some dyslexic people and allows for the use of text to speech to facilitate ease of reading. Adopting these principles for dyslexic readers has the advantage of making all written communication easier on the eye for everyone.

When making changes consider all the ways that you use written communications, such as emails, presentations, web pages and printed materials.

Consider these principles in combination with other accessibility guidance such as the Web Accessibility Content Guidelines (WCAG).

Readable fonts

Use sans serif fonts, such as Arial and Comic Sans, as letters can appear less crowded. Alternatives include Verdana, Tahoma, Century Gothic, Trebuchet, Calibri, Open Sans.

Font size should be 12-14 point or equivalent (e.g. 1-1.2em / 16-19 px). Some dyslexic readers may request a larger font.

Larger inter-letter / character spacing (sometimes called tracking) improves readability, ideally around 35% of the average letter width. If letter spacing is excessive it can reduce readability.

Inter-word spacing should be at least 3.5 times the inter-letter spacing.

Some dyslexic people fine that larger line spacing improves readability. It should be proportional to inter-word spacing; 1.5/150% is preferable.

Avoid underlining and italics as this can make the text appear to run together and cause crowding. Use bold for emphasis.

Avoid using all capital letters and uppercase letters for continuous text. Lower case letters are easier to read.

Headings and structure

Use headings and styles to create consistent structure to help people navigate through your content. In Word, you’ll find these tools in the ‘Home’ tab:

For headings, use a font size that is at least 20% larger than the normal text. If further emphasis is required, then use bold.

Use formatting tools for text alignment, justification, indents, lists, line and paragraph spacing to support assistive technology users. In Word, you’ll find these tools in the ‘Layout’ tab:

Add extra space around headings and between paragraphs.

Ensure hyperlinks look different from headings and normal text.

Colour

Use single colour backgrounds. Avoid background patterns or pictures and distracting surrounds.

Use sufficient contrast levels between background and text.

Use dark coloured text on a light (not white) background.

Avoid green and red/pink, as these colours are difficult for those who have colour vision deficiencies (colour blindness).

Consider alternatives to white backgrounds for paper, computer and visual aids such as whiteboards. White can appear too dazzling. Use cream or a soft pastel colour. Some dyslexic people will have their own colour preference.

When printing, use matt paper rather than gloss. Paper should be thick enough to prevent the other side showing through.

Layout

Left align text, without justification. This makes it easier to find the start and finish of each line and ensures even spacing between words.

Avoid multiple columns (as used in newspapers).

Write short simple sentences: 60 to 70 characters is optimal.

Use white space to remove clutter near text and group related content.

Break up the text with regular section headings in long documents and include a table of contents.

Writing Style

Use active rather than passive voice.

Be concise; avoid using long, dense paragraphs.

Write in simple clear language using every day words.

Use images to support text. Flow charts are ideal for explaining procedures. Pictograms and graphics can help to locate and support information in the text.

Consider using bullet points and numbering rather than continuous prose.

Give instructions clearly.

Avoid double negatives.

Avoid abbreviations where possible; always provide the expanded form when first used.

Provide a glossary of abbreviations and jargon.

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Dyspraxia, also known as developmental co-ordination disorder (DCD), is a common disorder that affects movement and co-ordination.

Dyspraxia does not affect your intelligence. It can affect your co-ordination skills – such as tasks requiring balance, playing sports or learning to drive a car. Dyspraxia can also affect your fine motor skills, such as writing or using small objects.

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Strategies to support learners with dyspraxia in the classroom include:

Consider alternatives to activities requiring handwriting. Writing things out by hand can be very frustrating for the dyspraxic (and dyslexic) learner and can cause them to struggle to keep up and follow your lesson. Set learners up with note-taking buddies, allow them to use computers or provide electronic copies of material in advance to reduce note-taking strain. You may also want to provide fill in the blank or matching exercises that test comprehension without requiring lengthy written responses.

Encourage the learners to learn how to touch-type. While handwriting is often a struggle, touch-typing is much easier for dyspraxic learners and can help facilitate writing and composition skills by removing the physical tax associated with producing text. The earlier learners develop this skill, the sooner they can begin to type homework assignments and even use a computer during sessions to take electronic notes.

Provide breaks in the schedule. It can make a huge difference in concentration abilities if a learner with dyspraxia is given an opportunity to pause, get up from their desk, stretch and move around before continuing on with a lesson. This is also a useful technique for other learners who are displaying inappropriate classroom behaviour or showing signs of emotional distress and frustration with an assignment or task.

Give plenty of extra time. Processing time is not the same for every learner and dyspraxic learners can greatly benefit from having more time to understand task requirements and complete assigned work. Time in lessons is key but so is giving extended and flexible deadlines for homework.

Emphasize directions in step-by-step form. Going over task directions and requirements several times is crucial. Try to write your task instructions in short sentences and use check-lists for assignments with multiple parts. You may also want to demonstrate a task and read directions out loud, in addition to providing a printed version. This is helpful for all learners as it clarifies the task and ensures everyone is on the same page.

Provide written, visual and recorded support. Bullet points and other formatting call attention to important aspects of an assignment that may otherwise go unnoticed. It’s also beneficial to use images and break long chunks of text up. When reading is a challenge, it can be helpful for a learner with dyspraxia to have recorded materials and books to listen to. This reduces the amount of written text required for processing and can save mental resources for responding and reacting to source material instead.

Formulate a list of class rules and have all of your learners contribute to it. Try using role-play to act out situations that encourage the social skills a learner needs to be part of the classroom community.

Help with tasks that require fine motor skills. If your lesson includes tasks that might cause a dyspraxic learner to struggle, such as uploading work to Onefile, provide plenty of assistance and try to introduce the learner to the activity beforehand, so they have a chance to practice and get familiar with the physical manipulations required.

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Dyscalculia is a specific and persistent difficulty in understanding numbers which can lead to a diverse range of difficulties with mathematics.

Mathematics difficulties are best thought of as a continuum, not a distinct category, and they have many causal factors. Dyscalculia falls at one end of the spectrum and will be distinguishable from other maths issues due to the severity of difficulties with number sense, including subitising, symbolic and non-symbolic magnitude comparison, and ordering. It can occur singly but often co-occurs with other specific learning difficulties, mathematics anxiety and medical conditions.

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Talk or Write Out a Problem

For the dyscalculic learner, math concepts are simply abstracts, and numbers mere marks on a page. Talking through a problem or writing it down in sentence form can help with seeing relationships between the elements. Even restating word problems in a new way can help with organizing information and seeing solutions.

Draw the Problem - Dual coding

Drawing the problem can also help visual learners to see relationships and understand concepts. Learners can “draw through” the problem with images that reflect their understanding of the problem and show ways to solve it.

Break Tasks Down into Subsets

Dyscalculic learners can easily get overwhelmed by a complex problem or concept, especially if it builds on prior knowledge — which they may not have retained. Separating a problem into its component parts and working through them one at a time can help learners focus, see connections and avoid overload.

Use “Real-Life” Cues and Physical Objects

Relating math to the practicalities of daily life can help dyscalculic learners make sense of concepts and see the relationships between numbers. Props like measuring cups, rulers and countable objects that learners can manipulate can make math concepts less abstract.

Review Often

Because dyscalculic learners struggle to retain math-related information, it becomes hard to master new skills that build on previous lessons. Short, frequent review sessions — every day, if necessary — help keep information fresh and applicable to the next new task. Creating written or drawn references such as cards or diagrams can help with quick reviews.

Like other learning disabilities, dyscalculia affects learner success both in and out of the classroom. Study strategies that bring the abstract world of mathematics down to earth with visual and verbal cues and physical props can help dyscalculic learners to overcome obstacles to making sense of math.

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Attention deficit hyperactivity disorder (ADHD) is a behavioural disorder that includes symptoms such as inattentiveness, hyperactivity and impulsiveness.
People with ADHD may also have additional problems, such as sleep and anxiety disorders.
Adults with ADHD may find they have similar problems, and some may have issues with relationships or social interaction.

Adults with ADHD often find it difficult to concentrate on their work. Easily distracted and suffering from a lack of focus, they may have difficulty completing tasks and have a tendency to procrastinate.

Those who have suffered from ADHD for many years might lack motivation as well. A childhood tendency toward inattentiveness and impulsive behaviour — acting too quickly before thinking — can continue into adulthood. As many as 60% to 70% of individuals with ADHD symptoms in childhood continue to have difficulties in adult life.

Many adults with ADHD suffer from Anxiety Disorder as well, which compounds their struggles in daily life.

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People with ADHD commonly struggle with time management, organization, completing tasks, and failure to pay attention to details. This can make it difficult to stay on task in a school or work environment.

Today, there are many apps for smartphones, tablets and desktop computers that can help people stay organized, reach goals, and even fight distractions — whether they have ADHD or not.

ADHD Tips For More Efficient Work

The learner should be encouraged to avoid multitasking and try to stay focused on one task at a time.

Use reminder calendars and to-do lists

Break down the task into smaller tasks

Put all unfinished tasks on a calendar and on to a to-do list and set reminders

Do not give the learner a big project to finish in a small time frame. No one is able to do that. Give the learner extra time to finish it.

If the learner is prone to losing files that are necessary for tasks encourage learners to organise them into projects naming them by date and create a list of all the files.

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Autism is a lifelong neurodevelopmental difference in the way a person communicates, interacts and processes the world around them.

Autism is typically diagnosed in childhood however a large number of people aren’t diagnosed until adulthood. This can be for a variety of reasons, and is a very personal decision. During the diagnostic process, diagnosticians will look for key developmental differences that usually occur thoughout childhood. Everyone develops differently and at their own pace, however there are key areas of a person’s development that indicate if they are autistic. This includes how the person interacts, communicates and processes the world around them.

Being aware of an autistic person’s developmental profile helps to us to gain a deeper understanding of the person and how to offer support. Being autistic is an important part of someone’s identity.

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Social communication
Autism may impact on verbal and non-verbal communication. It can affect the ability to understand, process and use language. Therefore, some autistic people can have very good language skills but may struggle to understand the nuances of conversation such as tone of voice or non-verbal language such as gestures and body language. Whereas, some autistic people may have limited or no verbal language and therefore will not be able to express themselves verbally. For these people, communication aids such as pictures, Makaton and some apps can be really helpful, enabling them to communicate their choices, needs and preferences. You may also find that some autistic people have a real enthusiasm for particular interests, therefore having a drive to share this enjoyment with others, or enjoy learning about these specific topics.

Social interaction
Forming friendships and relationships might look different from what we expect, however, this does not mean that autistic people are not social or lack the desire to form relationships. It may be that someone finds understanding the feelings and intentions of others tricky, or perhaps how to go about meeting people is difficult. This could be because the person is worried they won’t be accepted for who they are or they are not sure how to initiate conversation in an unfamiliar context. Socialising can be difficult and can cause considerable anxiety for some, and for others they may thrive in social situations where they can share their experiences, identity and what brings them joy.  Ensure you have regular 1-1's with the learner to discuss any issues or concerns they may have with working with others in their group. Consider identifying a peer that the learner feels comfortable with when organising collaborative activities.

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Mental health is a state of mental well-being that enables people to cope with the stresses of life, realize their abilities, learn well and work well, and contribute to their community. It is an integral component of health and well-being that underpins our individual and collective abilities to make decisions, build relationships and shape the world we live in. Mental health is a basic human right. And it is crucial to personal, community and socio-economic development.

Mental health is more than the absence of mental disorders. It exists on a complex continuum, which is experienced differently from one person to the next, with varying degrees of difficulty and distress and potentially very different social and clinical outcomes.

Mental health conditions include mental disorders and psychosocial disabilities as well as other mental states associated with significant distress, impairment in functioning, or risk of self-harm. People with mental health conditions are more likely to experience lower levels of mental well-being, but this is not always or necessarily the case.

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There are many conditions that come under the mental health umbrella. The first thing you should do is to listen to your learner and ask if they have their own strategies that work for them.
Refer you learner to the health and wellbeing team who will provide support. If your learner does not want to be referred then speak with a member of the team who will be able to advise and guide you in the most appropriate strategies.
There is also information, advice and guidance on the following websites:

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We’re Mind, the mental health charity | Mind

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We're Mind, the mental health charity. We're here to make sure no one has to face a mental health problem alone.

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How do I know if someone has a mental health problem?

Sometimes it will seem obvious when someone is going through a hard time, but there is no simple way of knowing if they have a mental health problem. Sometimes you don't need to know. It's more important to respond sensitively to someone who seems troubled than to find out whether or not they have a diagnosis.

Although certain symptoms are common with specific mental health problems, no two people behave the same way when unwell. You may notice changes in their behaviour or mood if you know the person well.

Our A-Z of mental health provides information on various mental health problems.

How can I help?

There are many ways you can help a friend, relative or colleague who has a mental health problem:

Talking about mental health

It can be challenging to know what to do if you are worried about someone. When you know there is an issue, it is essential not to wait. Waiting and hoping they will come to you for help might lose valuable time getting them support.

Talking to someone is often the first step when you know they are having a hard time. This way, you can find out what is troubling them and what you can do to help.

Eight tips for talking about mental health

1. Set time aside with no distractions

It is important to provide an open and non-judgemental space with no distractions.

2. Let them share as much or as little as they want to

Let them lead the discussion at their own pace. Don't pressure them to tell you anything they aren't ready to talk about. Talking can take a lot of trust and courage. You might be the first person they have been able to talk to about this.

3. Don't try to diagnose or second guess their feelings

You probably aren't a medical expert, and while you may be happy to talk and offer support, you aren't a trained counsellor. Try not to make assumptions about what is wrong or jump in too quickly with your own diagnosis or solutions.

4. Keep questions open ended

Say, "Why don't you tell me how you are feeling?" rather than "I can see you are feeling very low". Try to keep your language neutral. Give the person time to answer and try not to grill them with too many questions.

5. Talk about self-care

Discuss ways of de-stressing or practising self-care and ask if they find anything helpful. Exercising, having a healthy diet and getting a good night's sleep can help protect mental health and sustain wellbeing.

6. Listen carefully to what they tell you

Repeat what they have said back to them to ensure you have understood it. You don't have to agree with what they are saying, but by showing you understand how they feel, you are letting them know you respect their feelings.

7. Offer them help in seeking professional support and provide information on ways to do this

You might want to offer to go to the GP with them or help them talk to a friend or family member. Try not to take control and allow them to make decisions.

8. Know your limits

You will have your own limits on the support that you can provide. And it's important to take care of yourself too. Give yourself time to rest and process what they have told you or what's happened. Try to help them create a support network of other friends, relatives and mental health professionals who can help them too.

Remember that If you believe they are in immediate danger or have injuries that need medical attention, you must take urgent action to ensure they are safe. More details on dealing in a crisis can be found below.

If it is a family member or close friend you are concerned about, they might not want to talk to you. Try not to take this personally: talking to someone you love can be difficult as they might be worried they are hurting you. It is important to keep being open and honest and telling them that you care. It may also be helpful to give them information about organisations or people they can reach out to. A list can be found below.

How do I respond in a crisis?

People with mental health problems sometimes experience a crisis, such as feeling suicidal or experiencing their own or a different reality.

You may also feel a sense of crisis, but staying calm is important.

There are some general strategies that you can use to help:

Listen without making judgements and concentrate on their needs at that moment

Ask them what would help them

Reassure and signpost to practical information or resources.

Avoid confrontation

Ask if there is someone they would like you to contact

Encourage them to seek appropriate professional help

If they have hurt themselves, make sure they get the first aid they need

Seeing, hearing or believing things that no one else does can be the symptom of a mental health problem. It can be frightening and upsetting. Gently remind the person who you are and why you are there. Don't reinforce or dismiss their experiences; acknowledge how the symptoms make them feel.

How do I respond if someone is suicidal?

If someone tells you they are feeling suicidal or can't go on, it is very important to encourage them to get help. You or they should contact a GP or NHS 111. They can also contact the Samaritans immediately by calling 116 123 (UK) for free anytime. They could also get help from their friends, family, or mental health services.

You can ask how they feel and let them know you are available to listen. Talking can be a great help to someone who is feeling suicidal, but it may be distressing for you. You need to talk to someone about your feelings; the Samaritans can help you.

If they are planning to take their own life, please encourage them to call 999 (UK) or go to A&E and ask for the contact of the nearest crisis resolution team. These are teams of mental health care professionals who work with people in severe distress.

Useful organisations and resources

The first person to approach is your family doctor. they should be able to advise about treatment and may refer you to another local professional. See our guide on How to talk to your GP about your mental health.

Specialist mental health services

Several specialist services provide various treatments, including counselling and other talking treatments. Often these different services are coordinated by a community mental health team (CMHT), which is usually based either at a hospital or a local community mental health centre. Some teams provide 24-hour services so that you can contact them in a crisis. You should be able to contact your local CMHT through your local social services or social work team.

Samaritans

The Samaritans offer emotional support 24 hours a day, in full confidence. Call 116 123 or email .

Mind Infoline

Mind provides information on a range of mental health topics to support people in their own area from 9.00 am to 6.00 pm, Monday to Friday. Call 0300 123 3393 or email .

Rethink Advice and Information Service

Rethink provide specific solution-based guidance: 0300 5000 927 E-mail: .

Anxiety

Anxiety UK runs a helpline staffed by volunteers with personal experience of anxiety from 9:30-5:30, Monday to Friday. Call 08444 775 774.

Citizens Advice

Citizens Advice provides free, independent, confidential advice for various problems and information on your rights and responsibilities.

Step Change

StepChange provides help and information for people dealing with various debt problems. Freephone (including from mobiles) 0800 138 1111 or visit the website on www.stepchange.org.

MindEd

MindEd is a free educational resource on children and young people's mental health for all adults.

If you are feeling like ending your life or feel unable to keep yourself safe, please call 999 or go to A&E and ask for the contact of the nearest crisis resolution team. These are teams of mental health care professionals who work with people in severe distress. If you feel affected by the content you have read, please see our get help page for support.

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How to support someone with a mental health problem

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We all go through tough times and people help us through them. Other times we have been worried about other people's mental health.

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A person is said to have hearing loss if they are not able to hear as well as someone with normal hearing, meaning hearing thresholds of 20 dB or better in both ears. It can be mild, moderate, moderately severe, severe or profound, and can affect one or both ears.
Over 1.5 billion people globally live with hearing loss. This number could rise to over 2.5 billion by 2050. 12 million adults in the UK are deaf or have hearing loss.

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Have a cameras on policy in every session for all learners to be visible.

Demonstrate how to use the pin tool in Teams as this will allow the person who is speaking to be visible.

Alternatively, use the Spotlight feature in a Teams meeting to put the focus on a specific person for all participants. Only meeting presenters can spotlight a participant.

Use the live captions tool to provide an online script during the session and for the learners to access after the session.

Provide handouts and course materials in advance as learners  will not be able to read handouts and lip read at the same time and it will prove a useful context to lip reading.

Ensure learners can always see your face so they can lip read.

Try to ensure your light source is on your face and not behind you.

Speak clearly and at a reasonable pace.

Assist students with new terminology (especially those who are pre-lingually deaf). Send out a glossary in advance of the lesson to allow the learners to prepare.

Make allowances for that fact that an interpreter or communication support worker may be present during your sessions.

Make use of email as this can be a valuable communication tool.

Be aware that learners may be using a hearing aid. All sounds are equally amplified, including background noise.

Ensure that other learners have their mics on mute to prevent background noise being heard.

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Visual impairment is the term used to describe a loss of sight that cannot be corrected using glasses or contact lenses.

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1. Always use names
Always use a visually impaired student’s first name when addressing them. This way they will know you are talking to them and not someone else.
2. It’s OK to use words that reference sight

Don’t avoid words like “see” and “look.” Just like their sighted peers, these words should be part of a blind or visually impaired learner’s vocabulary to connote how they see, whether by touch, bringing things close, or in normal conversation, like saying “see you later!”
3. Don’t gesture, always verbalize

When writing in the chat, always verbalize what you are writing so the learner has access to that information and can follow along. Use positional and directional concepts like above/under, on top, behind/in front of, left/right, etc., and use descriptive sentences like “The ball is next to the door” instead of “The ball is over there.” Avoid words and phrases like “here,” “there,” “over here,” “over there,” and gestures that provide direction, e.g., pointing to a location without verbalizing what is being pointed to because visually impaired learners cannot see that.
4. Avoid asking if a learner can see something

Don’t ask a learner, “Can you see this?” They often can see it, but that does not mean that they can access it or read it. Instead ask, “Can you find X?” or “Can you identify all the words and numbers without guessing?” or “Can you see some parts of the screen better than others?”
5. Contrast, contrast, contrast!

When teaching visually impaired or learners, use contrast for everything. Think, “bold, big, and simple!” in your use of colours, fonts and images.

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Here are some strategies that you may find useful to stretch and challenge learners.

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Here are some strategies that you may find useful to stretch and challenge learners.

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Provide access to wider reading and research materials that learners have access to. Set stretch and challenge tasks at the beginning of the session for early completers to read and then summarise to their peers at the appropriate time.
Encourage learners to access these resources independently to deepen their understanding of a particular topic or in readiness for a new topic that is to be launched.

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Bionic reading is a new way of reading that helps you learn how to read faster. Here are some of the best bionic reading tools for speed reading.
Some learners with dyslexia have found this style of reading supportive.
Click on the link to try the app.

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What is Online Bionic Reading Converter?

Bionic Reading Converter is a free online tool for converting your texts into Bionic Reading mode for assisting you on fast reading / speed reading. If you want to convert PDF ebooks or EPUBs to Bionic Reading format, you can import the PDF or EPUB file, the tool will extract the text from PDF or EPUB and automatically convert it. You can export the result as PDF, EPUB, image, HTML or Markdown (.md). With these features, this tool works as PDF to Bionic Reading converter and EPUB to Bionic Reading converter. Bionic Reading is a methodology found by Renato Casutt for helping people to read faster by highlighting initial letters of the words.

In Bionic Reading, the initial letters of the words are highlighted, and the user can read the text faster by just concentrate on the highlighted letters and the remaining part is autocompleted by the brain of the reader. Since your brain is faster than your eyes, total time to read the text is reduced. By using this method, you can increase your efficiency on speed reading and increase your understanding by focusing better than the traditional reading. This method became so popular that people are wondering if it is possible to speed up the reading process by using this method. You can use this tool for basic purposes to see whether it is effective or not.

EPUB (short for electronic publication) is a widely used digital book format designed to be highly versatile and accessible on a variety of devices. Developed by the International Digital Publishing Forum (IDPF), EPUB files are designed to be reflowable, meaning the text and images can adjust to fit the size of the screen or font settings. This makes EPUB ideal for reading on devices of all sizes, from smartphones to e-readers to desktop computers. EPUB also supports interactive features such as hyperlinks, annotations, and multimedia content. With its broad compatibility and user-friendly design, EPUB has become a popular choice for publishers, authors, and readers alike. This tools allows you to both import and export EPUB files while you are converting your texts into Bionic Reading format.

If you have an article to read and limited time to complete it, you can copy the content of this article and paste it into this tool. Then, you will see that you read faster with this system. Main idea of the system is to make it bolder the first few letters of each word to assist your brain. It triggers a signal in your brain, and it will complete the remaining letters of the word for you.

The image below shows the standard text versus the Bionic Reading mode to illustrate the difference between to reading modes side by side.

How to use Online Bionic Reading Converter?

You can convert your texts into Bionic Reading mode by using the following steps:

1. Enter the text you want to convert to Bionic Reading mode into input field.

2. If you want to convert a PDF file, EPUB or ebook, you can upload it by dragging your file in the import field or select your PDF or EPUB from file explorer. The tool will convert your PDF or EPUB into raw text first and then convert it to Bionic Reading mode.

3. Select the fixation amount if needed. Higher the fixation, higher the percentage of highlighted letters.

4. If you want higher contrast between the highlighted letters and the remaining letters, you can check "High Contrast" option.

5. Use the "Convert" button to start conversion.

6. Converted version will be shown after you click the button in the output field. You can read the text there to see if it is effective or not.

7. You can click "Full Screen" to see the converted text in full screen mode.

8. You can export the results in different formats by clicking Export button. You can download the converted text as multi-page PDF or image to either share or print it. You can copy the image into your clipboard for pasting different platforms to share with your friends like Twitter, Instagram, Whatsapp and so on. If you want to use it in your website, you can copy the HTML code and paste it into your website. Also, you can copy the Markdown code and paste it into your Markdown editor, GitHub or Discord.

9. If the text you want to convert is too long, the best option is to export it as PDF or EPUB. The tool automatically divides it into multiple pages and it will converted in book format by working as Bionic Reading to PDF converter and Bionic Reading to EPUB converter. So, you can save it and read it later either on your device or print it.

Credits

This tool is used the method Bionic Reading developed by Renato Casutt.

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Bionic Reading Converter Online | 10015 Tools

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Online Bionic Reading Converter is a free tool for converting texts into Bionic Reading format for fast reading or speed reading. You can import text from PDF or EPUB and export the converted text as multi-page PDF, EPUB, image, HTML or Markdown (.md) code in Bionic Reading format.