Dyslexia

What Is Dyslexia?

Dyslexia is a specific learning difficulty (SpLD) that is neurological in origin. The 2024 Delphi consensus study (Carroll et al., 2024) established the following definition, which is now widely adopted across UK research and practice:

2024 Delphi Consensus Definition: Dyslexia is a set of processing difficulties that affect the acquisition of reading and spelling. In dyslexia, some or all aspects of language processing may be impaired. The most commonly observed cognitive impairment in dyslexia is a phonological processing difficulty.

Dyslexia occurs across all levels of intellectual ability and is not linked to intelligence. It is a lifelong condition, though its impact can be significantly reduced with the right support and teaching approaches. Dyslexia frequently co-occurs with other specific learning difficulties such as dyscalculia, developmental coordination disorder (DCD) and attention deficit hyperactivity disorder (ADHD).

It is important to recognise that pupils with dyslexia often have notable strengths, including creative thinking, problem-solving, verbal reasoning and spatial awareness.

How Dyslexia May Present in the Classroom

Dyslexia presents differently in every pupil, but common signs include:

Reading that is slow, effortful or inaccurate, with frequent loss of place in the text
Difficulty decoding unfamiliar words, particularly those with irregular spellings
Persistent and unusual spelling errors that do not follow expected developmental patterns
Difficulty with phonological awareness tasks such as rhyming, segmenting and blending sounds
Challenges with working memory, for example forgetting multi-step instructions
A noticeable gap between verbal ability and written output
Difficulty organising written work, sequencing ideas or structuring longer pieces of writing
Slow speed of processing when handling text-heavy tasks
Reluctance to read aloud or avoidance of reading and writing tasks
Fatigue during literacy-intensive lessons due to the additional cognitive effort required

These signs may be more or less prominent depending on the pupil's age, the strategies they have already developed and the level of support in place.

Strategies for Teachers

The following evidence-based strategies support pupils with dyslexia across the curriculum:

Literacy and Language

Use structured, systematic phonics programmes that explicitly teach the relationship between sounds and letters
Teach reading and spelling using a multi-sensory approach, combining visual, auditory and kinaesthetic learning
Provide subject-specific word banks, key vocabulary lists and personal spelling dictionaries
Mark written work for content and understanding first; agree a small number of spelling targets (three or four) rather than correcting every error
Offer alternative methods for recording learning, including audio recording, mind maps, diagrams, paired discussion and use of a keyboard

Classroom Environment and Delivery

Keep oral instructions short, well-sequenced and limited to two steps at a time
Provide visual supports alongside spoken instructions, such as written task lists, checklists and graphic organisers
Allow additional processing time for reading, writing and responding to questions
Offer a near copy of board content rather than expecting pupils to copy from a distance
Explore whether coloured overlays, tinted paper or adjusted screen backgrounds reduce visual discomfort
Minimise copying and dictation tasks

Organisation and Self-Esteem

Provide structured aids for organisation, such as clear timetables, equipment checklists and homework planners
Give specific, positive feedback that highlights what the pupil has done well
Maintain high expectations while ensuring targets are realistic and achievable
Discuss preferred learning approaches with the pupil and incorporate their views into planning
Give sufficient time at the end of lessons to record homework accurately

How Teaching Assistants Can Help

Teaching assistants play an important role in supporting pupils with dyslexia. The emphasis should always be on building the pupil's independence rather than creating reliance on adult support.

Pre-teach key vocabulary and concepts before the lesson so the pupil can engage more confidently with the whole class
Read text-heavy materials aloud when needed, allowing the pupil to focus on comprehension rather than decoding
Support the pupil in using assistive technology such as text-to-speech software, spell checkers and voice-to-text tools
Scaffold writing tasks by helping the pupil plan and organise ideas before they begin writing independently
Prompt and encourage rather than completing work for the pupil
Help develop self-monitoring strategies, such as checking work against a success criteria checklist
Support organisational skills through daily checklists, visual timetables and equipment reminders
Strengthen auditory memory by encouraging the pupil to repeat instructions back in their own words
Offer specific praise for effort and strategy use, reinforcing a growth mindset