Dyslexia-friendly resources for primary school cover multisensory teaching tools, assistive technology, visual aids, and structured literacy materials that help pupils aged 4-11 access the curriculum alongside their peers. You’ll find everything from free printable materials and dyslexia-friendly fonts to digital text-to-speech software and specialised teaching programmes supporting reading, writing, and spelling development. Since about 10% of pupils have dyslexia, primary schools need to offer accessible learning materials.
Michelle Connolly, founder of LearningMole and a former primary school teacher with over 15 years of classroom experience, says, “Creating a dyslexia-friendly classroom isn’t about lowering expectations. It’s about providing the right tools and approaches so every child can show what they truly know.” The LearningMole platform in the UK shares curriculum-aligned resources for dyslexic learners across Key Stages 1 and 2.
The right resources can completely change how dyslexic pupils connect with learning. From classroom teaching strategies to home support materials, having quality dyslexia-friendly tools helps children build confidence and make academic progress.
This article looks at practical resources, teaching approaches, and assistive technology that primary schools and families can use to support children with dyslexia effectively.
Key Takeaways
Dyslexia is a specific learning difficulty that affects how the brain handles written and spoken language. It affects reading, writing, and spelling, but it doesn’t reflect intelligence or effort.
Dyslexia is a lifelong condition and affects roughly 10% of the UK population. About 4% experience severe symptoms.
In most primary school classrooms, you’ll probably teach at least two or three children with dyslexia who need extra support.
The condition changes how children process phonological information. They struggle to connect letters with sounds, making it tough to decode words. Your Year 2 pupils might find it tricky to break words into sounds or blend them together to read new words.
Dyslexia exists on a spectrum. Some children have mild difficulties and respond well to targeted support. Others face bigger challenges and need ongoing intervention.
Early identification and the right teaching methods matter most. You’ll want to match your approach to each child’s needs.
You might spot some warning signs in your classroom. Young children often struggle with rhyming games, learning letter names, or remembering sequences like the alphabet or days of the week.
Children may confuse similar-looking letters such as ‘b’ and ‘d’ or ‘p’ and ‘q’.
As pupils move through Key Stage 1 and Key Stage 2, you might notice:
Many children with dyslexia develop clever coping strategies. They might memorise texts instead of reading them, or lean on pictures and context clues to guess new words.
Dyslexia affects reading comprehension because children spend so much effort decoding individual words, they lose track of meaning. Your pupils might read a passage accurately but then struggle to explain what it was about.
This impacts their progress across the whole curriculum, not just English.
Writing can be especially tough. Children have to juggle spelling, punctuation, handwriting, and composition. Many stick to short, simple sentences, using only words they know how to spell, even when their ideas are more complex.
The effects go beyond literacy. Dyslexia can make it harder for a child to follow multi-step instructions, organise their thoughts, or manage time.
You might see these pupils struggle with word problems in maths or have difficulty recording their science observations, even though they understand the topic.
When your whole school community understands dyslexia, you build an inclusive environment where dyslexic pupils feel supported. Special weeks and positive role models can shift attitudes and outcomes.
About one in five people have dyslexia, so you’ll find several children in every classroom who are affected. Training staff to spot early signs really helps with identification and intervention.
Try arranging whole-school sessions to explain how dyslexic brains process information differently. Highlight the strengths that come with dyslexia: creativity, problem-solving, and lateral thinking. These sessions break down stigma and old stereotypes.
Put up posters and information around school that celebrate dyslexic thinking. Share stories from dyslexic pupils about what helps them learn. This gets everyone talking.
Made By Dyslexia offers free online training through their ‘Learn Dyslexia’ campaign with Microsoft. Their one-hour module, ‘Empower Dyslexic Thinking in Schools’, gives you practical strategies for inclusive classrooms.
Dyslexia Awareness Week happens between 6th and 12th October each year. The British Dyslexia Association runs this event to celebrate children’s individuality and creativity.
You can organise special activities during this week to help all pupils understand dyslexia. Try reading books like Thunderboots by Naomi Jones, which tells a story about starting school with dyslexia. Xtraordinary People by Kate Griggs explains the seven strengths linked to dyslexia in simple language.
LearningMole shares curriculum-aligned videos and teaching materials for different learning styles, including resources for dyslexic learners in maths, English, and phonics.
Set up class presentations using quizzes that challenge myths about dyslexia. You could hold a school assembly where older pupils share their experiences or invite parents to workshops about supporting dyslexic children at home.
Sharing stories about successful dyslexic people helps pupils see what’s possible. Many well-known actors, scientists, entrepreneurs, and athletes have dyslexia.
Create classroom displays featuring these role models. Talk about how their dyslexic thinking helped them achieve great things. This reframes dyslexia as a difference, not a weakness.
The ‘Lessons In Dyslexic Thinking’ podcast features conversations with inspiring dyslexics from different careers. These stories show pupils that dyslexia has played a part in inventions from the lightbulb to the iPhone.
When you discuss these examples, highlight the strategies these individuals used to work with their dyslexia. Pupils can pick up practical ideas for their own learning.
Early identification of dyslexia lets you provide targeted support before children fall behind. Spotting the signs in Key Stage 1 and working with specialists means children get the right help when it matters most.
You can start spotting potential difficulties by watching children during Reception and Year 1. Look for those who struggle with rhyming, mix up letter sounds, or can’t remember sequences like days of the week.
Formal screening tools can reliably identify at-risk children by kindergarten or Year 1. These tests check phonological awareness, letter recognition, and rapid naming skills. Many schools now use standardised screening as part of their regular phonics checks.
Keep notes on reading accuracy, fluency, and spelling patterns over several weeks. Notice how much effort a child puts into decoding simple words compared to classmates. If you see a child reading slowly, reversing letters often, or getting tired during literacy tasks, these patterns could point to dyslexia.
Track progress each week with simple checks, like words read per minute or spelling accuracy on common word lists. If a child makes little progress despite good phonics teaching, they may need further assessment.
Educators play a key part in spotting early signs during daily classroom activities. You might notice a child avoids reading aloud, struggles to copy from the board, or takes much longer than peers to finish written work. Watch for inconsistent spelling where the same word appears differently each time.
Parents often notice difficulties at home first. They may see their child getting upset with homework, avoiding books, or forgetting simple instructions. Share what you see with your child’s teacher, using specific examples.
Work together to build a clear picture of the child’s strengths and challenges. Teachers can share information about classroom performance, while parents provide details about family history or early language development. This teamwork helps specialists make accurate assessments and suggest the right support.
Ask for a specialist assessment if a child shows ongoing difficulties after six to eight weeks of good phonics teaching. Children who show slow, effortful reading, weak spelling, and poor sequence recall with working memory problems need professional evaluation.
Seek advice sooner if you spot several warning signs together. These might be trouble learning letter names and sounds, issues with rhyming or breaking words into syllables, and a family history of reading difficulties.
Your school’s Special Educational Needs Coordinator (SENCo) can arrange assessments through educational psychologists or specialist dyslexia assessors. Some areas offer screening through local authority services, while others may need a private assessment. Don’t wait for a formal diagnosis to start extra support. Early intervention helps whether or not dyslexia is confirmed.
The way you set up your classroom and choose materials really affects students with dyslexia. Even small changes to layout, fonts, or noise levels can help create an inclusive classroom where everyone can focus and succeed.
Arrange seating so students with dyslexia can see the board easily. Make sure they don’t have to twist around or strain their necks.
Keep these students away from busy spots like the door or pencil sharpener. Too much movement nearby distracts them quickly.
Clear visual supports help students follow routines and stay organised. Use colour-coded labels for each subject and storage area.
Put key information at eye level. Pair simple graphics with text for better understanding.
A visual timetable showing the day’s activities eases anxiety about what’s next. Pictures or symbols alongside words make schedules clearer.
Keep wall displays tidy. Change them often so they stay relevant and don’t overwhelm.
Set up a quiet area where students can work without distractions. This spot doesn’t need to be big, just calm and a bit away from the main classroom.
Creating a dyslexia-friendly learning environment helps you connect with students who struggle. It also makes it easier to talk about different learning needs.
Pick fonts like Arial, Comic Sans or Verdana for printed materials. These sans-serif fonts have clear shapes, which makes reading easier for dyslexic students.
Set the font size to at least 12 point. Increase line spacing to 1.5 or 2.
Use cream or off-white paper instead of bright white. Glare from white paper can make reading harder.
Some students like coloured overlays on top of text. Offer these as an option.
Print handouts single-sided. This stops text from showing through and causing confusion.
Leave wide margins. Break information into short sections with bullet points and headings.
Bold important words instead of underlining them. Underlines can make letters harder to see.
LearningMole shares free curriculum-aligned videos for Key Stage 1 and 2. These videos present information visually and verbally, giving students different ways to access content.
When you make worksheets, skip the busy backgrounds or fancy fonts. Keep things simple so students can focus.
Background noise makes reading and writing much harder for students with dyslexia. Try putting tennis balls on chair legs and use carpet squares in group areas.
Set up clear signals for quiet working time. This helps everyone know when to settle down.
Seat students with dyslexia away from windows, corridors or noisy equipment. Computers with loud fans can be a real problem.
Natural light works better than fluorescent lighting. Fluorescent lights can flicker and cause visual stress.
Keep your desk and learning spaces tidy. Clear storage systems make it easier to find things.
Too much visual clutter makes it tough for students to focus. Stick to neutral colours for furniture and walls.
Set routines for transitions between activities. Use a timer or gentle music to let students know when to move on.
These strategies support students with dyslexia and create a dyslexia-friendly learning environment for everyone.
When you build an inclusive classroom, you create systems where children with dyslexia feel supported and confident. Peer networks and understanding help every learner find their place.
Pair children so they can help each other during learning activities. Assign reading buddies who take turns reading aloud. This takes some pressure off dyslexic students and builds confidence.
Explain that everyone has different strengths. One child might struggle with spelling but shine at problem-solving or creative thinking.
Rotate pairs regularly. This way, no one feels singled out or stuck with the same partner.
Effective peer support strategies include:
Show visual schedules of which children work together each week. This helps dyslexic students know what to expect and builds social connections.
Your classroom atmosphere shapes how children with dyslexia see themselves as learners. When you celebrate different ways of thinking and working, you show there’s no single right way to learn.
Acknowledge that reading, writing and spelling challenges don’t reflect intelligence. Display work that highlights strengths, not just neat handwriting or perfect spelling.
Showcase a brilliant story idea, even if the spelling isn’t perfect. Highlight creative problem-solving in maths too.
Use language that focuses on effort and progress. Instead of “Well done for finishing first”, try “I can see you worked hard on that task”.
This collaborative approach between teachers and support staff helps every child feel valued.
LearningMole offers curriculum-aligned videos that present information in different ways. These resources support whole-class teaching and meet individual needs.
Children need to understand what dyslexia is to support classmates properly. Explain that dyslexic brains process written information differently. Reading is harder, but intelligence and creativity aren’t affected.
Try activities that build empathy. Ask your class to read text with scrambled letters for a minute, then talk about how tiring and frustrating it feels.
This helps children understand why their dyslexic classmates might need extra time or different tools.
Teach your class about assistive technology and why some children use coloured overlays, text-to-speech software or get extra time. When you normalise these tools, dyslexic children feel less self-conscious.
You might say, “Just like some people wear glasses to see better, some people use overlays to read better.”
Ways to build understanding:
Teaching dyslexic students well means mixing structured phonics instruction with hands-on experiences. You’ll need to adapt your approach to fit each learner, but keep routines consistent so everyone knows what to expect.
Structured literacy gives dyslexic learners the foundation they need for reading. Teach reading step by step, moving from simple to complex patterns.
Focus on phonological awareness first. Teach letter sounds clearly before asking children to blend them.
Each new skill builds on the last. Structured phonics programmes work best with a clear sequence.
Start with single letter sounds. Move to consonant blends, digraphs and more complex patterns like split digraphs.
Consistency and repetition matter more than rushing ahead. Daily phonics sessions of 15-20 minutes work better than longer, less frequent lessons.
Dyslexic students need regular practice to strengthen these skills and build automaticity in decoding.
Multisensory teaching uses sight, sound, movement and touch at the same time. When students trace letters in sand while saying the sound, they create more connections in their brains.
Add movement to phonics. Have children form letter shapes with their bodies or write sounds in the air with big arm movements.
Tactile resources like magnetic letters and foam shapes give dyslexic learners something to handle. Let students build words with letter tiles before writing them on paper.
Music and rhythm help memory too. Make up silly songs or chants for tricky spellings. Many teachers notice students remember words taught through song long after traditional methods fade.
Every classroom has students at different reading levels. Differentiation means adapting content with different support levels, not making separate lessons.
Scaffolding works well for dyslexic learners. Offer word banks, sentence starters or writing frames, then gradually reduce support as confidence grows.
Some students need these supports longer than others, and that’s fine.
Coloured overlays or cream-coloured paper can reduce visual stress. Keep these options available without drawing attention.
Let students choose between recording answers verbally or in writing. This respects different processing strengths.
Positive reinforcement really matters. Celebrate small wins, like decoding a tricky word or remembering a spelling rule.
Your encouragement helps dyslexic learners build resilience and keep going.
Dyslexic students often do best when they can show knowledge in different ways. Regularly offer alternatives to written responses, like diagrams, recorded explanations or building models.
Visual supports like dual coding combine images with text. When teaching new vocabulary, pair words with clear pictures or symbols.
This approach helps everyone, but especially those who struggle with lots of text.
Practical activities make learning stick. A Year 3 class might practice measuring ingredients in cooking instead of just doing worksheets.
Real-world tasks make abstract ideas feel real.
Technology gives you even more options. Text-to-speech software lets students access written content they can’t decode alone. Speech-to-text tools help them get ideas down without worrying about handwriting.
These tools really can level the playing field.
Drama and role-play bring stories and history to life. Acting out scenes creates memorable experiences that help students understand and remember far better than silent reading.
Digital tools remove some reading barriers and help children with dyslexia access the curriculum on their own. These technologies support decoding, writing and organisation, building confidence across subjects.
Text-to-speech software reads digital text aloud. This lets children with dyslexia focus on understanding, not just decoding.
You’ll find text-to-speech tools in many platforms, including word processors and learning management systems.
Popular choices include NaturalReader and Voice Dream Reader. These tools work well during independent reading time or homework.
Students can adjust the reading speed and voice to suit themselves.
Audiobooks offer similar benefits. They expose children to rich vocabulary and complex sentences.
Services like Audible and Listening Books have big libraries for Key Stage 1 and 2 pupils. LearningMole gives you free curriculum-aligned videos with clear narration for science and maths.
Pairing audiobooks with physical books helps students follow along visually. This creates a dyslexia-friendly classroom where children can engage with content without frustration.
Reading focus tools help students concentrate by highlighting lines or words and dimming the rest. Digital rulers and screen masks cut down visual stress, which can make dense paragraphs less overwhelming for children with dyslexia.
Word prediction software suggests words as students type, which reduces spelling errors and boosts writing confidence. Google Docs and Microsoft Word include these features, and the software gradually learns your students’ vocabulary patterns.
Multisensory learning apps bring together visual, auditory and movement-based learning at once. Interactive tools that combine these elements can strengthen memory and understanding across subjects.
Digital note-taking apps like Microsoft OneNote let students organise information with text, audio and images. This flexibility helps children who find traditional note-taking too much during lessons.
Speech-to-text software turns spoken words into written text, removing spelling and handwriting barriers for children with dyslexia. Students can dictate stories, science observations or maths explanations without worrying about spelling or letter formation.
Google Docs Voice Typing and Microsoft Word’s dictation feature offer accessible options. These tools work in all subjects, from creative writing to recording science results.
Students often produce longer, more detailed work using dictation as they focus on ideas instead of handwriting. The software understands punctuation commands like “full stop” and “comma”, though younger pupils might need some practice.
Encourage students to review and edit their dictated work. This step helps them develop proofreading skills while still easing the writing process.
Teachers can access thousands of free worksheets, games and teaching materials designed for children with dyslexia. These resources cover phonics, reading practice and full lesson plans that fit structured literacy approaches.
The American Dyslexia Association offers more than 1500 free worksheets following the AFS-method for teaching phonics and spelling. These worksheets help children build phoneme awareness and word recognition through step-by-step practice.
You can find graded phonics support resources that use multisensory learning strategies. The printable sheets move from simple phoneme work to complex word building, so they’re suitable for different Key Stages.
Phonics activities help children learn letter-sound relationships through structured practice. Many worksheets use visual cues and colour coding to support letter recognition and reduce confusion.
Free board games and flashcards make phonics practice more fun for struggling readers. These games mix reading practice with movement to keep kids motivated.
Art and logic games help students with dyslexia tackle challenges like letter reversals and reading confusion. The activities use right-brain strategies to boost attention and handwriting.
Teachers can access dyslexia reading aids such as coloured overlays, word mats and visual supports. These tools cut visual stress and help children track text more easily.
Dyslexia awareness resources offer guides and teaching support materials for educators. These collections include lesson plans, assessment tools and classroom strategies built for primary settings.
LearningMole provides curriculum-aligned videos and teaching materials covering tricky words and phonics. The platform features free content created by experienced educators for UK primary schools.
You’ll find over 50 educational resources on specialist sites, offering decodable readers, games and posters. These materials support structured literacy programmes and multisensory teaching in primary classrooms.
Children with dyslexia often work harder than their classmates to reach the same results, which can knock their confidence and affect emotional health. Recognising effort, building self-worth in different ways and celebrating small wins can really change how these learners see themselves.
Acknowledge effort and progress, not just final results. Children with dyslexia pour in a lot of work that might not be obvious in their output.
When you see a pupil trying a new reading strategy or sticking with a tricky word, tell them what you noticed and why it matters.
Encouraging growth and progress means focusing on the process, not just the outcome. Use phrases like “I noticed you used the phonics strategy we practised” or “You kept trying even when that word was tricky.”
Give positive feedback right away and be specific. Avoid vague praise like “well done” and describe exactly what the child did well.
This helps them know which strategies to use again and builds a clearer sense of their skills.
Build self-esteem in areas outside reading and writing by pointing out strengths in maths, art, science or PE. Many children with dyslexia shine in problem-solving, spatial reasoning or creative thinking, so highlight these regularly.
Help pupils spot their strengths by asking which activities feel easier or more fun. Give them chances to use these skills in class.
A child who loves building models could show a science concept, while one with strong verbal skills might explain their thinking to the class.
LearningMole offers videos across different subjects to help dyslexic learners engage with topics through visual and audio formats, rather than heavy text. Link reading activities to your pupils’ interests—like football, dinosaurs or space—to boost motivation.
Track small steps forward instead of waiting for big breakthroughs. Set up a simple way to record progress, such as:
Share this progress with the child and their family often. Charts or graphs can make improvements clearer, especially when daily reading still feels tough.
Remember, helping dyslexic readers build confidence means recognising the extra effort involved. A child who reads five pages might have worked just as hard as a peer who read fifteen. Celebrate both the achievement and the determination.
Educators and families need to work together to provide consistent support for children with dyslexia. Regular communication, clear learning plans and specialist input all combine to meet individual needs.
Establish open lines of communication right from the start. Share specific observations about what works in class so families can try similar strategies at home.
When a child responds to visual prompts or benefits from extra processing time, let parents know straight away.
Regular meetings between parents, teachers and specialists keep everyone updated on progress and challenges. Schedule these at the start of term or before assessments.
Ask families to share what they notice at home, such as which books spark interest or when homework feels like too much.
Use clear language when talking about a child’s needs. Instead of saying they’re “doing better with reading”, explain what’s changed. Are they reading more fluently? Tackling longer texts? Spotting phonics patterns more quickly?
Set up a simple system for updates, maybe a notebook travelling between home and school, weekly emails or a quick chat at pickup. When families know what you are working on in class, they can support those skills at home without extra pressure.
Every child with dyslexia needs a personalised approach based on their strengths and challenges. Work with families to create an Individual Education Plan with realistic goals for reading, writing and spelling.
Break down goals into small, measurable steps. Instead of “improve reading”, try “decode CVC words with 80% accuracy” or “read for 10 minutes without fatigue”.
Consistency across home and school reinforces learning and reduces confusion. If you’re teaching a phonics pattern with multisensory techniques, share these with families so they can use them at home.
Document what works and what doesn’t. When a strategy succeeds in class, pass it on to parents. If families find their child focuses better with audiobooks or loves a certain book series, bring that into your teaching.
LearningMole provides free phonics and literacy videos matched to the National Curriculum for families to use at home.
Specialist tutors give targeted support that fits in with classroom teaching. A multidisciplinary team including reading specialists, speech and language therapists and educational psychologists can address different aspects of dyslexia more effectively than one approach alone.
Stay in touch with any external tutors working with your pupils. Share your current teaching focus so they can align their sessions.
If you are covering prefixes and suffixes in class, the tutor can reinforce these ideas in other ways.
Ask tutors for classroom strategies. They often know programmes like Orton-Gillingham or structured literacy approaches, which can help other struggling readers too.
Try to organise joint planning sessions when possible. Even a quick chat each half term helps coordinate support and avoids mixed messages.
Discuss which skills need the most attention and how to divide responsibilities between class teaching, intervention time and private tutoring.
Teachers and parents often want practical answers about resources, strategies and where to find support materials. The questions below address some of the most common concerns about finding dyslexia-friendly materials and using effective teaching approaches.
Primary school teachers can find structured literacy programmes, multisensory teaching materials and visual aids made for dyslexic learners. These resources include decodable books that follow phonics steps, coloured overlays to ease visual stress and word mats with high-frequency words.
Specialist teaching materials often use larger fonts, extra line spacing and clear sans-serif typefaces like Arial or Comic Sans. Many programmes use the Orton-Gillingham approach, which teaches reading in small, manageable steps.
Teachers use assessment tools to spot specific areas of difficulty. Phonological awareness tests, reading speed checks and spelling inventories help you work out what each child needs.
Digital resources include text-to-speech software, speech recognition tools and interactive phonics games. These assistive technologies help children across Key Stage 1 and Key Stage 2.
Teacher guidebooks offer lesson plans with multisensory techniques. You’ll see resources that use sand trays for letter formation, magnetic letters for word building and movement activities for learning letter sounds.
Parents can get free phonics worksheets, reading comprehension activities and spelling practice sheets from educational websites. LearningMole shares curriculum-aligned videos and resources for phonics, English and maths for children aged 4-11.
Many organisations provide free printable materials aimed at dyslexia-friendly learning. You’ll find activities with colour coding, visual cues and repeated practice to help children learn.
Libraries usually have decodable readers for dyslexic children. These books use controlled vocabulary and phonics patterns that fit your child’s reading level.
Online platforms sometimes offer free accounts with limited access to games and activities. Look for resources focused on phonological awareness, like rhyming games, sound segmentation and syllable counting.
Your child’s school might send home worksheets and activities. Ask the SENCO or class teacher for materials that match what your child does at school.
Free apps give practice with letter recognition, blending sounds and sight words. Pick apps that let your child go at their own pace without time limits.
Teachers should use multisensory instruction that mixes visual, auditory and kinaesthetic learning. For example, show a letter, say its sound and ask children to trace it in sand or with their finger.
Explicit phonics instruction helps most when you teach one sound-spelling pattern at a time and give plenty of practice before moving on. Break words into single sounds, then blend them together step by step.
Give children extra time for reading and writing tasks. Dyslexic children often need longer to process written information and to write their responses.
Use coloured paper or overlays to cut down visual stress. Cream or pale blue backgrounds usually work better than bright white.
Teaching strategies recommended by experts include pre-teaching vocabulary, using graphic organisers and offering different ways to show knowledge. Let children answer verbally or use diagrams instead of essays.
Teach prefixes, suffixes and root words clearly. Knowing word structure helps dyslexic learners work out new words.
Create a print-rich classroom with word walls, visual timetables and labelled objects. Pictures alongside words really support understanding.
Your local authority often shares free resources and assessments with schools. Contact your area’s educational psychology service to ask about available materials.
The International Dyslexia Association provides free fact sheets and information resources that explain teaching approaches. Their website has downloadable guides for parents and teachers.
Public libraries give free access to books, audiobooks and educational materials. Many libraries now have digital resources you can use at home.
School SENCOs usually keep collections of intervention materials. Ask your child’s school what resources they can lend for home use.
Government websites post free teaching guidance. The Department for Education has information about supporting children with special educational needs.
YouTube channels run by qualified teachers share free lessons and activities. Look for content made by educators with dyslexia training.
Parent support groups swap resources and ideas within their communities. Local dyslexia associations often organise free workshops and information sessions.
Use a clear, sans-serif font between 12 and 14 points. Arial, Verdana and Comic Sans usually work well for dyslexic readers.
Increase line spacing to 1.5 or double. Leave wider margins and avoid justified text, as it creates uneven spaces between words.
Print on cream or off-white paper instead of bright white. Choose matt paper to reduce glare.
Don’t put text over images or patterned backgrounds. Keep layouts simple with lots of white space around the text.
Highlight key words or instructions using bold text, not underlining. Use colour in a consistent way to show different information.
Break information into small chunks with bullet points or numbered lists. Short paragraphs with one main idea each help children process content.
Add visual supports with written text. Diagrams, pictures or symbols make the message clearer.
Record instructions so children can listen more than once. Give written instructions as well so pupils can pick their preferred format.
Classroom accommodations include giving copies of board work, allowing extra time for copying and offering alternatives to written tasks.
Online courses give busy teachers and parents a flexible way to learn. Many organisations offer free introductory modules about dyslexia awareness.
You can find these resources on educational websites, charity pages, and some university platforms. Some people prefer video content, while others might like downloadable guides or interactive workshops.
Teachers and parents often share positive feedback about short, practical sessions. These usually fit better into hectic schedules.
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