Dyslexia Strategies

Understanding Dyslexia

Dyslexia is a specific learning difficulty that primarily affects reading, spelling and writing. It is characterised by difficulties with phonological awareness, verbal memory and processing speed. Dyslexia occurs across the range of intellectual abilities and is not related to effort or motivation.

Pupils with dyslexia often have significant strengths in areas such as creative thinking, problem-solving, verbal reasoning and visual-spatial skills. Effective support removes barriers to literacy while building on these strengths and ensuring the pupil can demonstrate their knowledge and understanding.

Structured Literacy and Phonics

Research supports a structured, systematic approach to literacy teaching for pupils with dyslexia. This means explicit, cumulative instruction in phonics, spelling patterns and reading skills, delivered in a multisensory way.

• Use a structured, systematic phonics programme with clear progression
• Teach phonics explicitly, making letter-sound correspondences visible and memorable
• Build phonological awareness through rhyme, segmenting, blending and manipulation activities
• Introduce spelling patterns and rules explicitly rather than relying on incidental learning
• Use overlearning and spaced repetition to embed skills securely
• Teach common exception words (high-frequency words that do not follow standard phonics rules) explicitly
• Use precision teaching for rapid, targeted skill building
• Revisit earlier phonics stages without stigma if gaps remain

Multisensory Teaching

Multisensory approaches use visual, auditory, kinaesthetic and tactile channels simultaneously to strengthen learning pathways. This is particularly effective for pupils with dyslexia because it provides multiple routes to encoding and retrieval.

• Combine seeing, hearing, saying and doing when teaching new concepts
• Use magnetic letters, letter tiles and sandpaper letters for spelling practice
• Encourage sky-writing (tracing letters in the air) to reinforce letter formation
• Use colour coding to highlight phonemes, morphemes or spelling patterns
• Pair verbal explanations with diagrams, images and demonstrations
• Use actions, gestures and movement to support memory for sounds and rules
• Record learning through a mix of writing, drawing, speaking and making

Reading Support

Reading is typically the area of greatest difficulty for pupils with dyslexia. Support should reduce frustration, build fluency and ensure the pupil can access age-appropriate texts and ideas even when their decoding is behind.

• Never force the pupil to read aloud in front of peers unless they choose to
• Provide audiobooks, text-to-speech software or reading pens for accessing longer texts
• Use coloured overlays or reading rulers if they help reduce visual stress
• Offer books printed on cream or pastel paper where available
• Use dyslexia-friendly fonts (such as OpenDyslexic or similar sans-serif fonts) on printed materials
• Print on matt paper; avoid glossy finishes that cause glare
• Provide texts at the pupil's reading level alongside age-appropriate content
• Pre-teach vocabulary and provide context before reading tasks
• Use paired or guided reading with a supportive adult or trained peer
• Allow extra time for reading tasks and reduce the quantity required where appropriate

Writing and Recording Alternatives

Writing can be a significant barrier for pupils with dyslexia. Providing alternative ways to record ideas ensures that difficulties with spelling and handwriting do not prevent the pupil from demonstrating their knowledge and thinking.

• Offer speech-to-text software (dictation tools) as a standard recording method
• Allow voice recordings, video or verbal responses as alternatives to written work
• Provide writing frames, sentence starters and graphic organisers to structure ideas
• Use cloze (gap-fill) activities to reduce the volume of writing needed
• Accept less writing but ensure all ideas are captured
• Provide word banks and key vocabulary displays for reference
• Teach touch-typing as a long-term skill to support written output
• Do not penalise spelling errors in work where spelling is not the learning objective
• Provide printed copies of notes, slides and key information
• Use mind maps and visual planning tools before extended writing

Assistive Technology

Technology can transform access to learning for pupils with dyslexia. It should be seen as a tool for independence, not a sign of weakness.

• Provide access to a laptop or tablet for written work
• Use text-to-speech software to support reading across all subjects
• Use speech-to-text software to support writing
• Provide electronic spell checkers or predictive text tools
• Use mind-mapping software for planning and organising ideas
• Encourage the use of reading pens for independent reading support
• Ensure the pupil is trained and confident in using their technology
• Normalise the use of technology in the classroom so it does not single the pupil out

Building Confidence and Self-esteem

Persistent literacy difficulties can have a significant impact on self-esteem and motivation. Actively building the pupil's confidence and recognising their strengths is as important as any specific literacy strategy.

• Praise effort, strategy use and persistence rather than accuracy alone
• Recognise and celebrate the pupil's strengths publicly
• Provide opportunities for success across the curriculum
• Avoid public comparison with peers
• Explain dyslexia to the pupil in age-appropriate terms so they understand their brain
• Use role models of successful people with dyslexia where appropriate
• Involve the pupil in planning their own support and reviewing progress
• Ensure all staff understand dyslexia and respond consistently with encouragement