Set clear lesson objectives. Write them on the board and refer to them frequently during the lesson, and especially at the end. Students need to have a purpose for their learning and will respond better when they know why they are doing something

Break instructions into small, logical ‘chunks’ and say things in the order they should be done, ie “Fold the paper then put it in the box”, not “Put the paper in the box after you have folded it”

Slow down talking pace and reduce the amount of words used. Repeat, slowly and clearly, if necessary

Smile before you give instructions or repeat them

Classroom studies show some teachers talk for 90% of the time – talk less!

Simplify sentences, don’t use 30 words when ten will do

Avoid passive phrases, sarcasm or double meanings, ie “You need to lift your game”

Differentiate to provide opportunities for success, and differentiate by outcome as well as task. By outcome means setting different activities based on levels of achievement. By task means setting the same activity for all students but letting them choose how to demonstrate their learning

Praise dyslexic students when they ask questions

Use simple worksheets, with large print and clear spacing

Check in with students soon after they commence work to ensure they’ve ‘got it right’ – if they haven’t, this will ensure you put them on the right track sooner

Provide an overview of the topic at the start and define what needs to be achieved by when

Allow extra thinking time and more time to finish tasks

Find ways to provide increased processing time for students, eg. deliberately pausing after you ask a question

Allow more time for dyslexic students in tests

Visual timetables can be beneficial for dyslexic thinkers

Use digital clocks as well as analogue

During tests, a short break in the middle, or breaking the test into two parts to be sat on different days, can be highly beneficial

Remember that a dyslexic child often has to work exceptionally hard to try and catch up or stay with the rest of the class. Give them some down time to recharge, or structure activities so they are not required to work at their maximum capacity all the time. Structure the day with easy tasks interspersed with more difficult ones

Minimise board copying and dictation

If board work is needed, use black or dark markers. Avoid red or green as many students find these difficult to read

Provide photocopied handouts/transcripts, but avoid A5 size as the text can be hard to read – slowing down information processing and comprehension

Use handouts with gaps for students to fill in key ideas and draw their explanations and utilise ‘Thin Notes’ – handouts containing text down the centre of the page with large margins. This provides plenty of room for ‘picture thinkers’ to draw diagrams and for ‘word thinkers’ to note or summarise main points

Where possible, include pictures in handouts

Avoid black text on white background – buff or coloured paper is easier to read

Use at least 14pt font Arial, Sasson or Comic Sans, 1.5 line spacing for handouts

Encourage the use of colour to help organise notes

Multi-sensory approaches work best – including visuals and colours

Use video, internet, mind-maps and graphics

Do quick drawings to illustrate concepts

Use pictures, diagrams and charts and use coloured highlighters for emphasis

Use real objects as props

Show don’t tell, for example by using role-plays

Use wall displays and images to reinforce learnings – e.g. months of year, mathematical signs, geographic locations

Have keywords around the classroom that relate to the topics being taught – this makes it easier for students to access common words and maintain their train of thought

Technology can be a dyslexic student’s best friend, enabling them to use visual strategies or overcome handwriting or spelling difficulties. A laptop to word process work and reinforce numeracy skills, a dictaphone to record work, and phonetic spell checkers can enable learning

Relocate dyslexic students to well lit areas near visual aids, but not directly under fluoro lights as these cause visual disturbance

Ensure noise is not a distraction

A well organised structured learning environment will also, among other benefits, help reduce distractions

Accept work in different formats, for example mind maps, videos, photos, diagrams, powerpoint. Use oral assessments and phonetic spelling

As a rule, ‘don’t give them more of what they can’t do’

Allow students to choose which piece of writing they want assessed

Link learning tasks to previous knowledge. This is about creating ‘building’ blocks which show how new things relate to previous lessons. Dyslexic processors often require additional exposure to new learning to make these links and retain understanding so that they can retrieve information and apply to other settings and tasks

Reinforce and check understanding. This also relates to ‘building blocks’ and showing the relationship between learning. Students need to be clear that it is ok to ask if they haven’t understood something – it is likely others will be in the same position

Establish the purpose and build a vision of the big picture for the lesson

Summarise key points at the end of the lesson. Revisit previous learning at the start of the lesson

Teach a range of planning techniques to support students personalising their learning style

Use post it notes to turn non sequential thinking into kinaesthetic flow charts/mind maps. 

Use PMI planning tables and word wheels. PMI tables take the common format of plus/minus or for/against tables and add a third column marked ‘interesting’. This opens up the thinking and allows for more flexibility. Word wheels are a simple planning technique for organising ideas, with the main idea going in the middle and other ideas go on the spokes as they come up in conversation, planning or brainstorming

Use WALT and WILF techniques to support target setting.
WALT (What are we learning today) allows teachers to make explicit the learning of the lesson, while WILF (What am I looking for) tells students what to focus on

Try many ideas: not all will work. Clever tools include highlighted lines to aid navigation, blue tack spots for punctuation, Mnemonics, and encouraging use of the 'finger' for spacing

Allow greater access to internet

Encourage students to read their writing backwards to spot spelling errors

Use peer tutoring, scribed work and paired reading to help dyslexic students keep up

Group children based on learning ability, not based on reading/spelling ability

Catch them doing it right - praise and encourage strengths, being specific about what a student has done right

Display students’ work (sensitively) and update regularly

Nurture a comfort zone through preferential learning which enables a dyslexic student to build up to handling discomfort, like traditional assessments, with adjustments, time accommodations and a reader/writer for exams (ideally a reader/writer the student has met before and feels comfortable with)

Always explain the ‘three parts of a word’ – what it looks like, what is sounds like and what it means

Relax – interesting words spelt wrongly are of more value than boring words spelt right

Don’t overly focus on handwriting – neat handwriting can be difficult for dyslexic students and an obsession with neatness can detract from strengths in equally or more important areas. The priority is effective communication in whatever medium is being used

When marking, adopt the “less is more” approach and feed-forward – tell them how to do it next time rather than what they’ve done wrong

Don’t equate assessment with writing – there are alternative ways for a student to “show what they know”

When it comes to gathering evidence, remember that there are alternative ways to get it down on paper

Promote reading for a range of purposes – and let the student choose their own reading material when the activity is about reading for pleasure

Provide alternative strategies and media.

Access audio book resources

Use Paired Reading to help students experiencing difficulties to keep up with the class

Remember dyslexia’s greatest difficulty is self-esteem – be aware of potential issues around emotional and behavioural needs as well as self-esteem

Emphasise strengths of student’s work, with specific praise

Develop students’ knowledge of their own language abilities and needs, and of what to do when things go wrong

Support target setting and celebrate success

Encourage students to take a role of responsibility that showcases a strength that they have. If the expectation is for the child to read or give feedback to the whole class, give them warning a few days prior so they have a chance for adequate practice. Don’t put them on the spot. If they are resistant do not insist

Try to provide feedback, not failure – “criticism kills”

Empathy is the key. When a student feels understood and supported they can be encouraged to take learning risks. From comfort to discomfort. From non-traditional / alternative educational outputs to the ability to sit traditional exams!

Issue clear instructions for homework and give a realistic time allocation

Set homework that reinforces basic skills and provide supporting material – ideally, give homework as a handout

Include the family in the communication loop. If the student and their parents are comfortable, discuss openly with the student that you are aware they are dyslexic or think differently – and ask how best you can support them

Set homework at start of lesson and remind again at the end

Provide an extra text book – one for home and one for school