Dyslexia is a common learning difference that primarily affects reading, spelling and written language. It can make school more demanding, particularly when pupils are expected to read quickly, remember written instructions, copy from the board or demonstrate knowledge through extended writing.
Dyslexia is not caused by low intelligence, poor motivation or inadequate parenting. A dyslexic pupil may understand complex ideas, contribute confidently to discussion and solve problems creatively while finding accurate reading or spelling unusually difficult.
The right support does not remove challenge or lower expectations. It reduces unnecessary barriers so that pupils can access the curriculum, develop literacy and demonstrate what they know.
This guide focuses mainly on schools in England. SEND terminology, assessment systems and legal arrangements differ elsewhere in the UK, so families and staff in Scotland, Wales and Northern Ireland should also use guidance from their own education authorities.
What dyslexia is
Dyslexia is a specific learning difficulty that affects skills involved in accurate and fluent word reading and spelling. It may also be associated with difficulties involving phonological processing, verbal memory and processing speed.
Phonological processing concerns how a person recognises and works with the sounds in spoken language. A pupil may find it difficult to separate a word into sounds, connect sounds with written letters or blend sounds together when reading.
Dyslexia exists on a continuum. One pupil may experience relatively mild spelling difficulty, while another may need substantial support with decoding, reading fluency, written organisation and working memory.
Dyslexia can occur alongside other needs, including:
- developmental language difficulties;
- attention deficit hyperactivity disorder;
- developmental coordination disorder;
- autism;
- dyscalculia;
- speech and language needs;
- social, emotional or mental health needs.
A pupil should therefore be considered as an individual rather than treated according to a standard dyslexia profile.
The NHS overview of dyslexia provides further information about common signs, assessment and support.
What dyslexia is not
Dyslexia is not a measure of intelligence. Pupils with dyslexia can achieve highly across academic, creative, practical and technical subjects.
It is also not simply:
- writing letters backwards;
- reading every word incorrectly;
- being careless with spelling;
- disliking books;
- having poor eyesight;
- learning more slowly in every subject.
Letter reversals can occur during early writing development and are not enough on their own to identify dyslexia.
Dyslexia should not automatically be described as a special talent either. Some dyslexic people have strong visual, creative or problem-solving skills, but these strengths vary between individuals. Pupils should not feel that they must demonstrate an exceptional ability to justify receiving support.
The important issue is the pattern of strengths and difficulties and how it affects access to learning.
How dyslexia may appear at different ages
Signs of dyslexia can change as curriculum demands increase. A pupil who manages early work through memory or verbal ability may encounter greater difficulty when reading volume, speed and independent writing become more important.
Early years and Key Stage 1
Possible signs include:
- difficulty remembering letter sounds;
- slow progress blending sounds into words;
- difficulty identifying rhymes or syllables;
- confusion between similar sounds;
- persistent difficulty spelling simple words;
- reluctance to read aloud;
- strong verbal ideas that are not reflected in written work.
Key Stage 2
A pupil may:
- read accurately but very slowly;
- guess unfamiliar words from context;
- avoid longer books;
- spell the same word differently within one piece of work;
- struggle to copy accurately;
- forget multi-step instructions;
- need much longer than classmates to complete written tasks.
Secondary school
Greater curriculum demands may reveal difficulty with:
- reading textbooks and examination questions quickly;
- taking notes while listening;
- learning subject-specific vocabulary;
- organising essays;
- remembering homework or equipment;
- revising from large amounts of written material;
- finishing assessments within the available time.
Post-16 education
Students may need support with independent reading, research, note-taking, planning extended assignments and managing examination demands.
Not every pupil showing these signs has dyslexia. Hearing, vision, language development, attendance, teaching history and other learning needs may also affect literacy.
How schools should identify difficulties
Schools should not wait for a formal diagnosis before responding to persistent literacy difficulties. Teachers should use assessment, observation and knowledge of the pupil to identify barriers and provide appropriate support.
The process may include:
- reviewing reading accuracy and fluency;
- assessing phonics and spelling knowledge;
- comparing verbal understanding with written performance;
- examining classroom work over time;
- discussing the pupil’s experience;
- seeking information from parents;
- reviewing previous interventions;
- checking whether hearing or vision concerns need investigation.
Screening tools can indicate that a pupil has a profile associated with dyslexia, but screening is not the same as a diagnostic assessment.
The school’s SENCO can help coordinate assessment, support and communication. Where difficulties are significant or unclear, the school or family may seek advice from a specialist teacher, educational psychologist or other suitably qualified professional.
Support should be based on identified need. A pupil should not be denied classroom adjustments simply because a diagnostic report has not yet been obtained.
Use the assess, plan, do, review cycle
Where a pupil requires SEN support, schools should use the graduated approach described as assess, plan, do and review.
Assess
Teachers and the SENCO identify strengths, difficulties and barriers. Assessment should consider literacy skills as well as the effect on confidence, participation and access to the wider curriculum.
Plan
The school agrees outcomes, provision, responsibilities and a review date with the pupil and parents.
A useful plan should explain:
- which need is being addressed;
- what support will be provided;
- how often it will happen;
- who will deliver it;
- what progress should look like;
- when the support will be reviewed.
Do
The provision is delivered consistently. The class or subject teacher remains responsible for the pupil’s learning, including when a teaching assistant or specialist delivers an intervention.
Review
The school considers whether support was delivered and whether it improved reading, spelling, writing, participation or independence.
If progress is limited, staff should not simply repeat the same programme indefinitely. The assessment, teaching method, intensity or type of support may need to change.
Parents can read The Ultimate Guide to SEN Support and EHCPs for Parents for a fuller explanation of the SEN support process.
Teach reading and spelling explicitly
Dyslexic pupils benefit from clear, structured and cumulative literacy teaching. New material should build carefully on what has already been secured.
Effective teaching may involve:
- explicit instruction in letter-sound relationships;
- practice blending and segmenting sounds;
- systematic teaching of spelling patterns;
- regular review of previously learned material;
- guided practice with immediate correction;
- carefully selected decodable texts where appropriate;
- teaching word structure, including roots, prefixes and suffixes.
Intervention should match the pupil’s actual stage of reading development rather than their chronological age alone. An older pupil who has gaps in decoding knowledge may still need explicit phonics teaching presented in an age-appropriate way.
Reading practice should include both accuracy and fluency. A pupil who can decode individual words may still read so slowly that comprehension and stamina are affected.
Repeated reading, teacher modelling and supported oral reading may help develop fluency. Pupils should also continue to access age-appropriate stories and curriculum knowledge through listening and supported reading.
Make classroom teaching easier to access
Good classroom support benefits many pupils and reduces dependence on separate interventions.
Teachers can:
- give short instructions in a clear sequence;
- provide important instructions in writing as well as verbally;
- check understanding rather than asking only, “Do you understand?”;
- pre-teach important vocabulary;
- explain unfamiliar word parts;
- use worked examples and visual models;
- reduce unnecessary copying from the board;
- allow additional processing time;
- provide lesson materials in advance where useful;
- repeat and revisit essential knowledge.
Dense worksheets and presentation slides can create unnecessary visual and reading demands. Materials should use:
- clear headings;
- consistent formatting;
- adequate spacing;
- short paragraphs;
- plain language where possible;
- visuals that support meaning rather than decorate the page.
There is no single font or paper colour that helps every dyslexic pupil. Preferences should be considered individually rather than imposed across the school as a universal dyslexia solution.
Support writing without reducing challenge
A dyslexic pupil may have sophisticated ideas but struggle to organise and record them quickly. Support should help the pupil express knowledge without replacing the thinking they need to do.
Useful strategies include:
- oral rehearsal before writing;
- planning with bullet points or mind maps;
- sentence starters and paragraph frames;
- word banks containing essential terminology;
- model answers;
- breaking extended writing into stages;
- allowing drafting before producing a final version;
- using a word processor or dictation where appropriate.
Scaffolds should be temporary and purposeful. They should gradually reduce as the pupil becomes more independent.
Teachers should distinguish between the learning objective and the transcription demand. If the aim is to assess historical understanding, extensive spelling correction may distract from the quality of the historical explanation.
Where spelling is being assessed, feedback should remain focused. Correcting every error at once can overwhelm the pupil and make it difficult to identify a useful next step.
Use feedback that builds learning and confidence
Dyslexic pupils may receive frequent correction throughout the school day. If every page is covered with highlighted errors, the pupil may begin to believe that effort never leads to success.
Feedback should identify what the pupil understood as well as what needs improvement.
Teachers can:
- focus on one or two priority spelling patterns;
- separate feedback on ideas from feedback on transcription;
- use verbal or whole-class feedback where appropriate;
- allow time for pupils to act on comments;
- recognise successful strategies and improvement;
- avoid public comparison with faster readers or writers.
Praise should be specific. Instead of saying only, “Good effort”, explain what the pupil did effectively:
“You used the paragraph plan to organise three clear points.”
Confidence should not be confused with avoiding difficult work. Pupils need suitable challenge alongside enough support to experience progress.
Use assistive technology appropriately
Assistive technology can reduce barriers and increase independence. It should be introduced as a normal learning tool rather than a visible sign that the pupil is less capable.
Useful options may include:
- text-to-speech;
- audiobooks;
- speech-to-text or dictation;
- word prediction;
- spellchecking tools;
- electronic dictionaries;
- mind-mapping software;
- digital calendars and reminders;
- accessible electronic textbooks.
Pupils need time and instruction to use technology effectively. Dictation, for example, requires planning, clear speech, punctuation commands and careful editing.
Technology should not replace appropriate reading and spelling teaching. It can provide access to the curriculum while literacy skills continue to develop.
Schools should also consider device availability, data protection, technical support and whether the pupil can use the tool confidently across different subjects.
Assessment access arrangements and reasonable adjustments
Schools have duties to consider reasonable adjustments for disabled pupils. Adjustments should address substantial disadvantage and be based on individual need.
Everyday adjustments may include:
- additional time for reading or written tasks;
- reduced copying;
- alternative ways to record work;
- access to a word processor;
- instructions divided into smaller steps;
- modified presentation of resources;
- rest breaks where appropriate.
Formal examination access arrangements are governed by specific rules. Depending on the assessment and evidence, arrangements may include extra time, supervised rest breaks, a reader, a scribe or use of a word processor.
A diagnosis of dyslexia does not automatically provide a particular examination arrangement. The school must establish the pupil’s needs, gather the required evidence and demonstrate that the arrangement reflects their normal way of working where the regulations require this.
Access arrangements should remove an unfair barrier without changing what the assessment is intended to measure.
Schools should begin considering needs well before formal examinations rather than waiting until the final term.
Create a whole-school approach
Dyslexia support should not depend entirely on one interested teacher or the SENCO. Pupils move between classes and need consistent access to suitable teaching and adjustments.
School leaders can strengthen provision by:
- training staff to recognise literacy difficulties;
- providing evidence-informed reading intervention;
- checking that support is delivered as planned;
- making accessible technology available;
- including dyslexia within curriculum and assessment planning;
- monitoring pupil and parent views;
- addressing teasing or stigma;
- planning support carefully during transitions.
Teachers in every subject should consider literacy access. Dyslexia does not affect only English lessons. Reading instructions, remembering terminology and producing written responses are required across mathematics, science, humanities and practical subjects.
Schools should also monitor whether intervention causes pupils to miss important curriculum content repeatedly. Additional teaching should not solve one problem while creating gaps elsewhere.
Staff can use The Ultimate UK Education Terms and Frameworks Guide for Teachers and School Staff for explanations of SEND, reasonable adjustments and other school terminology.
How parents can help at home
Home support should protect the child’s relationship with reading and learning rather than recreate an exhausting school day.
Parents can:
- read aloud to maintain access to complex stories and vocabulary;
- use audiobooks alongside printed texts;
- break homework into short stages;
- help organise equipment and deadlines;
- practise agreed spelling or reading patterns briefly and regularly;
- encourage interests that build confidence;
- share observations with the school;
- celebrate progress without comparing siblings.
If homework regularly causes distress or takes far longer than intended, tell the teacher. The task may need clarification, adjustment or a different way of recording the response.
Avoid asking the child to read unfamiliar text aloud in front of others without preparation. Shared reading, paired reading or taking turns can make practice less threatening.
Parents should also avoid presenting dyslexia as either a tragedy or a guarantee of special talents. A balanced explanation may be:
“Reading and spelling take more effort for you because your brain processes written language differently. We are going to find strategies and support that help.”
Frequently asked questions
Does a child need a diagnosis before school support begins?
No. Schools should respond to identified needs and provide appropriate support without waiting for a formal dyslexia diagnosis.
Who can diagnose dyslexia?
A diagnostic assessment is usually carried out by a suitably qualified specialist teacher or educational psychologist. Families should check the assessor’s qualifications, experience and professional registration where applicable.
Is a dyslexia screening test a diagnosis?
No. Screening can identify indicators or suggest that further assessment may be useful, but it does not provide the same level of evidence as a full diagnostic assessment.
Does dyslexia mean a pupil has low intelligence?
No. Dyslexia concerns particular aspects of literacy processing and is not a measure of general intelligence.
Do coloured overlays cure dyslexia?
No. Some pupils report that colour changes improve visual comfort, but overlays do not treat the underlying reading and spelling difficulties associated with dyslexia. Visual discomfort should be considered separately and individually.
Should dyslexic pupils still learn phonics?
Yes. Pupils with decoding difficulties may benefit from explicit, systematic phonics teaching, including beyond the early primary years where necessary. Teaching should be age-appropriate and carefully matched to current knowledge.
Can a dyslexic pupil receive an EHCP?
Yes, where the statutory criteria are met and the required provision needs to be secured through an EHCP. Dyslexia alone does not automatically result in a plan, and many pupils are supported through SEN support.
Does a diagnosis automatically provide extra time in exams?
No. Examination access arrangements depend on the relevant regulations, assessment evidence and the pupil’s normal way of working. A diagnosis alone does not guarantee a particular arrangement.
Should teachers correct every spelling mistake?
Usually not at the same time. Feedback should reflect the purpose of the task and focus on manageable priorities. Every error may be identified where spelling itself is being assessed, but correction should still support learning rather than overwhelm the pupil.
Can dyslexic pupils succeed academically?
Yes. With effective teaching, suitable support and reasonable adjustments, dyslexic pupils can achieve across the curriculum and continue into further education, higher education, apprenticeships and employment.
