Dyslexia
Understanding Dyslexia: Practical Strategies to Support Learners
By Jedidia Blesson Kwarifah, Special Needs Educator
Dyslexia is one of the most prevalent learning disabilities, affecting an estimated 5-17% of students across different populations (Peterson & Pennington, 2015). Despite this prevalence, there is often a lack of understanding and awareness of how to effectively support learners with dyslexia in educational settings. This article explores the nature of dyslexia and offers evidence-based strategies to help teachers and parents provide effective support.
What is Dyslexia?
Dyslexia is a neurodevelopmental disorder characterized by difficulties with accurate and/or fluent word recognition, poor spelling, and decoding abilities. These challenges are primarily related to deficits in the phonological component of language, making it difficult for individuals to map sounds onto letters (Lyon, Shaywitz, & Shaywitz, 2003). Despite these challenges, individuals with dyslexia typically have average to above-average intelligence and can excel in various non-reading-related domains.
Practical Strategies for Supporting Learners with Dyslexia
Several evidence-based strategies can help educators and parents support dyslexic learners effectively. Below are some of the most successful interventions identified by research.
- Structured Literacy Instruction
Structured literacy, often associated with systematic phonics instruction, has been shown to be particularly effective for students with dyslexia. This approach explicitly teaches the rules governing the relationship between letters and sounds, including phonemic awareness, decoding, and spelling (Moats, 2020). According to a study by Snowling and Hulme (2012), structured literacy instruction leads to significant gains in reading accuracy and fluency for learners with dyslexia.
A multisensory approach within structured literacy instruction further enhances learning by engaging students visually, auditorily, and kinesthetically. Activities such as writing words in sand while sounding them out or tracing letters in the air are excellent examples of multisensory techniques that have shown success in reinforcing learning (Birsh, 2011).
- Assistive Technology
Incorporating assistive technology can dramatically improve learning outcomes for dyslexic students. Tools such as text-to-speech software, speech recognition, and audiobooks help bypass decoding difficulties, allowing learners to focus on comprehension and content. A study by Wood, Moxley, Tighe, and Wagner (2018) found that students with dyslexia showed improved reading comprehension and engagement when using text-to-speech tools compared to traditional reading methods. These technologies provide essential scaffolding that can help dyslexic learners access the same material as their peers, leveling the playing field in the classroom.
- Extended Time and Reduced Stress
Providing additional time during tests and assignments can be crucial for students with dyslexia. Dyslexic learners often take longer to decode text, which can make timed tasks particularly stressful. Gregg, Coleman, Davis, and Chalk (2007) found that extended time significantly improves test performance in students with learning disabilities, including dyslexia, without giving them an unfair advantage. Allowing extended time and offering low-stakes assessments can reduce anxiety and help students focus on the content rather than the mechanics of reading.
- Alternative Assessment Methods
Traditional written exams may not be the best way to assess a dyslexic learner’s understanding. Allowing for alternative assessment methods such as oral exams, projects, or presentations can enable students to demonstrate their knowledge without the challenges posed by reading and writing. According to Katzir, Kim, Wolf, Morris, and Lovett (2008), alternative assessment methods are beneficial for students with dyslexia because they bypass the cognitive load associated with reading tasks and better reflect students' true understanding of the subject matter.
- Encouraging a Growth Mindset
Learners with dyslexia often struggle with self-esteem due to repeated academic failures. Promoting a growth mindset the belief that abilities can be developed through dedication and effort can help improve their resilience and motivation. Research by Boersma, Chapman, and Sandman (2021) shows that students with a growth mindset are more likely to persevere through academic challenges and develop more adaptive strategies for learning. Teachers and parents can foster this mindset by praising effort and progress, rather than focusing on results, and emphasizing that dyslexia does not define a student’s potential.
- Breaking Down Instructions
Dyslexic learners may experience difficulties with working memory, making it hard to follow multi-step instructions. Breaking instructions into smaller, manageable chunks and providing them both verbally and in written form can help ensure clarity. According to Swanson and Jerman (2007), students with dyslexia benefit from clear, concise directions that reduce cognitive load, especially when instructions are repeated and checked for understanding.
- Promoting Reading for Enjoyment
While reading can be a source of frustration for students with dyslexia, finding ways to make reading enjoyable is essential for building confidence and improving skills. Audiobooks, high-interest, low-reading-level books, and graphic novels can provide accessible reading experiences that spark students’ interest. Guthrie and Wigfield’s (2000) research on reading motivation emphasizes that students who are engaged in reading are more likely to experience growth in reading ability over time, making it critical to create a positive, low-pressure environment for students to explore books they enjoy.
Conclusion
Supporting learners with dyslexia requires a multifaceted approach that addresses both their academic needs and emotional well-being. By incorporating structured literacy instruction, assistive technology, extended time, alternative assessments, and a growth mindset, educators and parents can help dyslexic learners thrive. The goal is not only to improve reading skills but also to instill confidence and resilience, enabling these students to succeed in all areas of life.
References
Birsh, J. R. (2011). Multisensory teaching of basic language skills. Brookes Publishing.
Boersma, P., Chapman, P., & Sandman, C. A. (2021). Growth mindset interventions and their effect on student motivation and achievement: A systematic review. Journal of Educational Psychology, 113(2), 123-135.
Gregg, N., Coleman, C., Davis, M., & Chalk, J. (2007). Timed essay tests and dyslexia: Exploring the effects of extended time on performance. Journal of Learning Disabilities, 40(3), 194-204.
Guthrie, J. T., & Wigfield, A. (2000). Engagement and motivation in reading. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research, Vol. III (pp. 403–422). Lawrence Erlbaum Associates.
Katzir, T., Kim, Y.-S., Wolf, M., Morris, R., & Lovett, M. W. (2008). The relationship of spelling recognition, reading speed, and reading comprehension among dyslexic and typically developing readers. Reading and Writing: An Interdisciplinary Journal, 21(3), 485-502.
Lyon, G. R., Shaywitz, S. E., & Shaywitz, B. A. (2003). A definition of dyslexia. Annals of Dyslexia, 53(1), 1-14.
Moats, L. C. (2020). Speech to print: Language essentials for teachers. Brookes Publishing.
Peterson, R. L., & Pennington, B. F. (2015). Developmental dyslexia. Annual Review of Clinical Psychology, 11(1), 283-307.
Snowling, M. J., & Hulme, C. (2012). Interventions for children’s language and literacy difficulties. International Journal of Language & Communication Disorders, 47(1), 27-34.
Swanson, H. L., & Jerman, O. (2007). The influence of working memory on reading growth in subgroups of children with reading disabilities. Journal of Educational Psychology, 99(2), 335-349.
Wood, S. G., Moxley, J. H., Tighe, E. L., & Wagner, R. K. (2018). Does use of text-to-speech and related read-aloud tools improve reading comprehension for students with reading disabilities? A meta-analysis. Journal of Learning Disabilities, 51(1), 73-84.