Dyslexic people may have difficulty processing and remembering information they see and hear, which can affect learning and the acquisition of literacy skills.

As each person is unique, so is everyone's experience of dyslexia.

It can range from mild to severe, and it can co-occur with other specific learning difficulties.

It usually runs in families and is a life-long condition.

It is important to remember that there are positives to thinking differently.

Many dyslexic people show strengths in areas such as reasoning and in visual and creative fields.

Many of the most common difficulties are caused by the way the brain recalls and works with letters and sounds, called phonological processing.

When someone with dyslexia is reading or spelling, they have to hold a sequence of symbols in their head and process them into writing.

Something in this process can go wrong.

https://www.nessy.com/en-us/dyslexia-explained/understanding-dyslexia/7-dyslexia-difficulties

Early years:

Indicators

• Difficulty learning nursery rhymes

• Difficulty paying attention, sitting still, listening to stories

• Likes listening to stories but shows no interest in letters or words

• Difficulty learning to sing or recite the alphabet

• A history of slow speech development

• Muddles words e.g. cubumber, flutterby

• Difficulty keeping simple rhythm

• Finds it hard to carry out two or more instructions at one time,

  (e.g. put the toys in the box, then put it on the shelf) but is fine if tasks are presented in smaller units

• Forgets names of friends, teacher, colours etc.

• Poor auditory discrimination

• Confusion between directional words e.g. up/down

• Family history of dyslexia/reading difficulties

• Difficulty with sequencing e.g. coloured beads, classroom routines

• Substitutes words e.g. "lampshade" for "lamppost"

• Appears not to be listening or paying attention

• Obvious 'good' and 'bad' days for no apparent reason

Primary school age

Indicators:

• Speed of processing: slow spoken and/or written language

• Poor concentration

• Difficulty following instructions

• Forgetting words

Look out for -

Written work

• Poor standard of written work compared with oral ability

• Produces messy work with many crossings out and words tried several times, e.g. wippe, wype, wiep, wipe

• Confused by letters which look similar, particularly b/d, p/g, p/q, n/u, m/w

• Poor handwriting with many ‘reversals’ and badly formed letters

• Spells a word several different ways in one piece of writing

• Makes anagrams of words, e.g. tired for tried, bread for beard

• Produces badly set-out written work, doesn’t stay close to the margin

• Poor pencil grip

• Produces phonetic and bizarre spelling: not age/ability appropriate

• Uses unusual sequencing of letters or words

Reading

• Slow reading progress

• Finds it difficult to blend letters together

• Has difficulty in establishing syllable division or knowing the beginnings and endings of words

• Unusual pronunciation of words

• No expression in reading, and poor comprehension

• Hesitant and laboured reading, especially when reading aloud

• Misses out words when reading, or adds extra words

• Fails to recognise familiar words

• Loses the point of a story being read or written

• Has difficulty in picking out the most important points from a passage

Numeracy

• Confusion with place value e.g. units, tens, hundreds

• Confused by symbols such as + and x signs

• Difficulty remembering anything in a sequential order, e.g. tables, days of the week, the alphabet

Time

• Has difficulty learning to tell the time

• Poor time keeping

• Poor personal organisation

• Difficulty remembering what day of the week it is, their birth date, seasons of the year, months of the year

• Difficulty with concepts – yesterday, today, tomorrow

Skills

• Poor motor skills, leading to weaknesses in speed, control and accuracy of the pencil

• Memory difficulties e.g. for daily routines, self-organisation, rote learning

• Confused by the difference between left and right, up and down, east and west

• Indeterminate hand preference

• Performs unevenly from day to day

Behaviour

• Uses work avoidance tactics, such as sharpening pencils and looking for books

• Seems ‘dreamy’, does not seem to listen

• Easily distracted

• Is the class clown or is disruptive or withdrawn

• Is excessively tired due to amount of concentration and effort required

A cluster of these indicators alongside areas of ability may suggest dyslexia and further investigation may be required.

https://www.bdadyslexia.org.uk/dyslexia/about-dyslexia/signs-of-dyslexia

https://www.nessy.com/en-us/free-resources

https://driveryouthtrust.com/teaching-resources/ 

https://dyslexiascotland.org.uk/library/ 

https://dyslexiascotland.org.uk/wp-content/uploads/2022/05/SupportingSpelling.pdf

https://thechildrensliteracycharity.org.uk/the-literacy-lab-programme/ 

https://thechildrensliteracycharity.org.uk/the-reading-lab-programme/

Handwriting tools can help people who have trouble with motor skills. For example, a pencil grip makes it easier to hold a pencil properly. A slant board raises the writing surface to give more leverage for handwriting. And lined or graph paper can help with writing in straight lines.

Keyboards and touchscreens can also help people who struggle with handwriting. Keyboards and touchscreens let you input letters and words through typing or touching the screen, rather than by using a pen or pencil.

Dictation (speech-to-text) allows you to write by using your voice. As you speak, the words appear on the screen. Keep in mind that to use dictation, you have to be able to speak clearly. You also need to learn verbal commands for things like punctuation. Some dictation software can also be used to convert audio recordings into digital text.

Word prediction suggests correct spellings of words after only a few letters are typed. Word prediction sometimes uses “word banks” (commonly used words in a topic area) to help writers come up with words and complete their sentences. Keep in mind that unlike dictation, word prediction requires using a keyboard.

Spellcheck and grammar check are available on most word processors. Some AT tools for writing take spellcheck and grammar check to the next level by checking for incorrect words that sound alike or that don’t make sense in context.

Text-to-speech (TTS) is typically thought of as a reading tool. But TTS can also help with writing. That’s because it can read aloud what’s written, so you can check for mistakes. Some TTS tools can also read words aloud as they’re typed.

Graphic organizers are visual tools that help break down ideas and projects into smaller parts. You can use these tools to brainstorm and plan what you want to write. Graphic organizers come in many forms, from mind maps to diagrams to flow charts. They can be digital or pen and paper.

Dictionaries and thesauri (print or digital) let you define a word or find the right one. There are different types of dictionaries and thesauri, too. For example, a picture dictionary uses images to define words.

https://addressingdyslexia.org/supporting-learners-and-families/support/mission-superheroes/

Dr. Joseph K Torgesen – Catch them before they fall

The research found that most children identified as falling behind, who receive intensive help by age 6, will go on to become good at reading

The age children receive intervention affects how quickly they can catch up and how long it takes for them to reach a good reading level.

90% will become good readers if they get help at age 6.

75% of children whose help is delayed to age nine or later continue to struggle throughout their school careers

Did you know…?

Whole language and balanced literacy methods are notappropriate or effective for early intervention.

Early intervention ideas:

https://dyslexiascotland.org.uk/wp-content/uploads/2022/06/SupportingReading.pdf 

Make writing and planning fun with mind mapping!

https://dyslexiascotland.org.uk/wp-content/uploads/2022/05/MindMapping.pdf

https://assets.ctfassets.net/p0qf7j048i0q/HafqJIeVlQySsxCR2VHPU/a51981364f8be992ee44b19fb89de746/Summarizing_Understood.pdf

Products for the classroom:

https://www.dyslexic.com/product-category/hardware/visual-stress/coloured-overlays/

https://www.dyslexic.com/product-category/hardware/visual-stress/reading-rulers/

“Our latest research into audio found that in 2023, nearly 2 in 5 (39.4%) children and young people said they enjoyed listening to audio either very much or quite a lot.”

https://literacytrust.org.uk/information/what-is-literacy/audiobooks-and-literacy/ 

• More children and young people who listen to podcasts enjoy reading than their peers who do not listen to podcasts

• More children and young people who listen to podcasts read daily than their peers who do not listen to podcasts

• 1 in 5 children and young people say they listen to podcasts

• Nearly 1 in 4 children and young people listened to podcasts or audiobooks more during lockdown than they did before

https://literacytrust.org.uk/resources/podcasts-and-literacy-resources/

Long speeches or multi-step instructions may be hard for them to remember. Using everyday words and simple phrases, breaking down instructions, or demonstrating tasks rather than just verbalizing them can be helpful.

Long sentences and activities like explaining, persuading, negotiating, and recounting, especially in groups, can be challenging for some children with dyslexia. They may need additional time to talk to someone due to associated language difficulties.

Classroom Materials and Routines

- Post and read aloud visual schedules.

- Use colored strips/bookmarks for reading focus.

- Distribute letter/number strips for correct writing.

- Provide large-print worksheets.

- Use audiobooks from services like Bookshare.

- Allow use of text readers or text-to-speech software.

- Use speech-to-text software for writing.

- Provide “hi-lo” books for students below grade level.

- Give extra time for reading and writing.

- Allow repeated reading of the same text.

- Use reading buddies during work time.

- Partner students for studying, alternating writing and speaking.

Introducing New Concepts

- Pre-teach concepts and vocabulary.

- Provide typed notes or lesson outlines.

- Use advance organizers for lesson structure.

- Provide glossaries of content terms.

- Use visual/audio supports to aid understanding.

Giving Instructions

- Give step-by-step and read aloud directions.

- Simplify directions with key words.

- Highlight key words/ideas on worksheets.

- Frequently check for understanding.

- Show examples of correct work.

- Provide rubrics for successful assignments.

- Break assignments into smaller steps.

- Give self-monitoring checklists and guiding questions.

- Arrange worksheet problems from easiest to hardest.

Completing Tests and Assignments

- Grade based on content mastery, not spelling or reading fluency.

- Allow various demonstration methods: oral reports, posters, videos.

- Offer multiple response formats for test questions.

- Provide sentence starters for written responses.

- Allow extended time for tests.

- Offer a quiet room for test-taking if needed.

“Our mission is to empower all learners with life-long literacy skills

We believe that literacy levels impact not only upon success within education but on employment opportunities, career advancement and ultimately personal fulfilment and life chances. Regardless of their start in life, we want all individuals to have access to Lexonik, a positive educational experience, which we have proven can be life-changing.”

• We work to improve the reading, writing, and spelling skills of children and young people.

• We support the educational development of pupils with a Special Educational Need arising from Cognition and Learning in literacy.

• We do so by working together in partnership with children and young people, educational staff, parents or carers and other professionals.

• We provide information, advice, training and guidance to families, carers and school staff.

https://send.eani.org.uk/sites/default/files/2023-10/Literacy%20Easy%20Read.pdf

A concept checking question (CCQ) is a question used by language teachers to check students’ understanding of a specific concept or topic. Using a CCQ aims to ensure that all students have fully understood the key ideas, vocabulary or grammar structures being taught.

CCQs are therefore typically designed to be concise and focused, targeting only the core elements of the concept being taught. They are often closed questions that require a simple “yes” or “no” answer or a brief response. CCQs can also be open-ended, enabling students to provide more detailed explanations or examples that demonstrate their understanding.

Text-to-speech (TTS) lets you see text and hear it read aloud at the same time. To use this tool, you click on or highlight words, and the words are read by a computer-generated voice. TTS works with any digital text.

Audiobooks and digital TTS books let you hear books read aloud. Audiobooks are read by human voices.

Optical character recognition (OCR) reads aloud text from pictures and image files. You can use OCR with worksheets and paper documents by scanning or taking photos of them. Like TTS, OCR uses computer-generated voices.

Graphic organizers are visual tools that help you keep track of information as you read. Graphic organizers can be digital or pen and paper.

Other tools to try:

• Annotation tools let you take notes and write comments while reading.

• Display control changes the font, font size, color, and spacing of text on screens.

• Dictionaries and thesauri let you look up words you don’t understand when reading.

https://apps.apple.com/gb/app/dolphin-easyreader/id1161662515

https://apps.apple.com/gb/app/speechify-text-to-speech-audio/id1209815023

https://apps.apple.com/gb/app/golexic-for-dyslexia-reading/id1511002428

Personal listening devices (PLDs). These tools can help people hear voices more clearly. People who are speaking, like teachers or managers, wear a clip-on microphone. The mic transmits their voices to an earpiece or personal speaker used by the person with the challenges.

Some PLDs are called frequency modulation (FM) listening systems. That’s because they rely on the same FM frequencies radio stations use. Some newer PLDs use Wi-Fi or Bluetooth to transmit a voice. Apps are also available that allow an iPhone or iPad to work as a PLD.

Sound field systems. These are specialized speaker systems for classrooms or meeting rooms, which often have sound issues. There may be areas where sound echoes or is muffled. These systems broadcast speakers’ voices to speakers placed in certain locations in the room. 

This helps to distribute their voice evenly throughout the room, so everyone can hear it well. Systems may include a pass-around microphone for people to use during discussions. Sound field systems can be installed permanently. Others are portable and can be moved to different rooms.

Noise-canceling headphones. These tools can help block out background noise for people who are sensitive to sound.  Some people may find it helpful to connect their headphones to a white noise app that plays sounds like rain or static. Some people use them when they need to listen to audio (for example, text-to-speech from their device). They can listen through the headphones to help filter out distracting background noises.

Audio recorders. These allow people to record lectures or discussions. Later, they can listen (several times, if they want to) if they didn’t understand or missed things the first time. Users are also able to pause the recording or play it at a slower speed to improve understanding.

Some note-taking apps and devices allow people to synchronize their handwritten or typed notes to the audio recording. This can make it easier to navigate an audio recording. The user can simply tap on a note later to hear what was recorded at that time.

Captioning. This tool allows people to read text that matches what’s being said. This can make it easier to understand spoken language. A classic example is closed captioning on television and movies. 

Auto-captioning is available with a number of platforms and apps. You can turn it on during Zoom meetings and PowerPoint presentations. It’s also available in YouTube videos. Just know that it may not be completely accurate. That’s because it uses speech recognition software.

Newer voices for text-to-speech (TTS) software.  TTS software lets people see text and hear it read aloud at the same time. The text is spoken by a computer-synthesized voice. This may help people who struggle with reading skills. But certain voices may be hard to understand for people with auditory processing challenges. 

It can take some experimenting with different voices and reading speeds to find what works. And some of the newer TTS voices (often called “neural text-to-speech”) are very human-sounding. Another option is audiobooks. They use human voices for narration.

• Word Substitutions - Using another word that has a similar meaning such as utensil for fork.

• Circumlocutions - Providing descriptions of the word such as, "it's the apple that is green and sour" for granny smith apple.

• Fillers - Filling time with utterances such as "um", "I know it...", or "It's coming to me."

• Vague Wording - Using phrases such as "that thing on the desk", "the thingamabob in her hair, or "the doodad on his plate."

• Gestures - Acting out the targeted word (e.g. "You know, when you do this...").