Dyslexia and ELT: How to help young learners in the classroom

Joanna Wiseman
A child sat at a desk with a pen in hand, looking up at their teacher and smiling

When you’re teaching English to young learners, you might find that there are a few students in your class who are struggling. But sometimes it can be hard to tell why. Is it because their language level is low? Or are they finding classroom work difficult because of a general cognitive difference, like dyslexia?Ìý

How to help young dyslexic learners in the classroom
Play
Privacy and cookies

By watching, you agree ÃÛÌÒapp can share your viewership data for marketing and analytics for one year, revocable by deleting your cookies.

So how can you improve your understanding of dyslexia? And how can you adapt your teaching methods to soften the difficulties often faced by students with dyslexia?

How does dyslexia manifest itself in young learners?

Students often struggle with spelling, pronunciation and reading comprehension when they are learning English as a second language. It can be difficult for teachers to discern whether these problems are simply down to a low level of English, or if they are related to a cognitive disorder like dyslexia. So how can we tell?Ìý

There are some clear indicators:Ìý

  • When written work is of a lower level than speaking ability
  • Difficulty remembering sequences: days of the week, for example
  • Missing out or adding words when reading aloud

And there can be behavioral signs too. If you have a student who consistently employs work avoidance tactics like asking to go to the bathroom, or looking for a pen, this might be a signal that they are struggling in the classroom as a result of dyslexia or another neurodiversity.Ìý

The biggest signal of dyslexia is a clear difference between intelligence and written output. If you have a student that performs well in speaking tasks and listening, but their reading level is disproportionately low and their written work doesn’t reflect their language skills, then it could be indicative of dyslexia.Ìý

There is often little support available in an ELT context, but there are some easy-to-implement changes which can make a big difference to your students’ performance and results.Ìý

The classroom environmentÌý

The first step is making sure that your classroom is dyslexia-friendly. Teachers should ask themselves the following questions:Ìý

  • How well-lit is the room?Ìý
  • How organized is the room?Ìý
  • Is it obvious where you get certain information from?Ìý
  • Are keywords and vocabulary up on the walls?Ìý
  • Are lines of sight clear?Ìý

The second step to consider is how we ask students to work:

By playing to the dyslexic strengths within a team, it helps that student get the recognition for their skills and allows their peers to support them with the more standard tasks that can cause difficulty.Ìý

Marking and assessmentÌý

It can be difficult to make changes to a standardized system. The traditional method of grading students is by output. But output grading, ie. grading the work that students produce, comes with problems.Ìý

If you grade by output, students will stop trying once they’ve achieved the level they need to pass, and the dyslexic students who are struggling will get frustrated and give up. Consider grading by input instead, where you assess the thought process behind the work and the time and effort involved.Ìý

Even if your Director of Studies doesn’t support a change to the assessment system, you can still include some unofficial input grading in your classroom which will motivate all your students, not just the students with dyslexia.Ìý

The science of dyslexiaÌýÌý

It’s a truism to say that knowledge is power, yet the more you know about dyslexia as a teacher, the more you can do to mitigate its effects on your students’ learning.Ìý

There are a number of theories of what dyslexia is: there’s the hemispheric balance theory, and the temporal processing theory. These theories understand dyslexia as a developmental issue within the brain. Once we see dyslexia in this way, , and how teachers can soften the difficulties that their students have.

For young learners, try focusing on phonetical awareness. Phonemic awareness - breaking words down into the constituent sounds - is hugely helpful for dyslexic students.

Teachers should help students work on this by testing them in class. You can use games like top trumps, flashcards, matching games and mnemonics to do so.

For example, using flashcards, you can test your students' awareness of sounds: "does hippo sound like happy?" or "does cough sound like through?"

A multi-sensory approach is often useful, involving colors, rhythms, writing out big words. These are the basic principles of the Orton-Gillingham method, an approach which breaks language down into blocks so that dyslexic students can learn through building these linguistic blocks back up again.

Students can struggle with learning facts - the brain of the dyslexic needs to see the connections to make sense of it all. So when we teach in this way, we are teaching structure and connections, and students have a more profound understanding than simply remembering how a word is spelt or pronounced.

Be mindful of your languageÌý

Children and young people absorb our prejudices and stereotypes, even if they are unconscious ones. Its incredibly important to be mindful of the language you use when dealing with dyslexic students.Ìý

Avoid language such as ‘learning difficulties’, which immediately accuses people with dyslexia of struggling, of difficulty, when in fact everything is difficult if the teaching isn’t appropriate. Also try not to use medical language - a ‘cure for dyslexia’, where there is no cure, or a ‘diagnosis of dyslexia’. Don’t use the phrase ‘despite your dyslexia’.

Dyslexia is best understood as a cognitive difference that should be celebrated. With the right support, the talents and abilities of dyslexic children can really shine in the classroom - something that every teacher should be aiming for.Ìý

Further reading/resources

If you’d like to learn more about the Orton-Gillingham approach, they have a lot of on their website. For more general information about dyslexia, check out Ìýand for older teenage learners there is .Ìý

You can also download this practical guide to supporting dyslexic students in the foreign language classroom

More blogs from ÃÛÌÒapp

  • A woman sat outside in a forest relaxing with her eyes closed

    10 tips for student wellbeing at back to school time

    By Donatella Fitzgerald MBE
    Reading time: 5 minutes

    Donatella Fitzgerald is a teacher, teacher trainer, and trained to teach the MISP Mindfulness in Schools Project (from pre-school to teens) and has completed Module 1 on the Teacher Training Pathway with the Mindfulness Network in collaboration with Bangor University. Her specialist interest areas are Extensive Reading Projects, CLIL, Citizenship, Mindfulness, Plurilingualism and Artificial Intelligence in Education. ÌýIn her current role as ELL Consultant at ÃÛÌÒapp in Italy she works with teachers and students every day to find solutions to help them achieve their teaching and learning goals. In 2024, she was awarded an MBE (Member of the British Empire) in the King’s Birthday Honours List for Services to English Education and Youth Engagement.

    The first weeks back at school after a break can be both exciting and overwhelming. It’s a time of new beginnings, fresh challenges, and opportunities for growth. Prioritizing wellbeing during this period is crucial for a smooth transition and long-term success. Students may be feeling anxious and unsettled due to starting a new school year, or even a new school. In today's fast-paced academic environment, maintaining mental, emotional, and physical health is more crucial than ever. Here are some tips to help your students stay balanced and thrive throughout the school year.

  • Two school girls getting onto. a schoolbus

    4 steps to make sure the transition back to school goes well

    By Donatella Fitzgerald MBE

    As we start thinking about returning to school, the big question for teachers and parents is: How can we help our children get off to a smooth start?ÌýÌýÌý

    After the long break, students might be keen to see their friends again. But it's not always easy to get back into the class routine. It's especially difficult when students are moving into a newÌýclass orÌýare facing important exams.Ìý

    So what can you do to support children in transitioning back to school at the beginning of the academic year?Ìý

    Here are 4 steps to help them get off to a great start.ÌýÌý

    1. Be organized and create routines

    Organizing is what you do before you do something, so that when you do it, it's not all mixed up.Ìý – A. A. MilneÌý

    Have a "family meeting" to brainstorm the routines for the school year,Ìýe.g., tidying room, getting school clothes/uniform/bag ready the evening before, homework routines, familyÌýmeal times and exercise. Ensure each member of the family has input into the routine too. Create a chart with the routines so everyone can see what has been agreed upon and how they are being adhered to.

    2. Start bedtime routines early

    Early to bed and early to rise, makes a man healthy, wealthy, and wise. – Benjamin FranklinÌý

    Agreeing on firm bedtimes during the school week is very important for everyone in the family.ÌýÌý

    If children and teenagers do not get enough sleep, it can negatively impact their healthÌýand academic achievement. It's important that they are aware of this too.ÌýÌý

    In an ideal world, we should ensure that adults and children are not exposed to any form of screen time for at least 30 minutes to one hour before bedtime. This will help everyone sleep better.ÌýÌý

    Start the back-to-school sleep transition gradually. To help your child adjust, move bedtime up by 30 to 60 minutes at a time over the course of a few days or a week before the start of school so the transition from a later bedtime to an earlier one is progressive.Ìý

    3. Talk about homework and teach organizational skillsÌý

    When it's obvious that the goals cannot be reached, don't adjust the goals, adjust the action steps. – ConfuciusÌý

    Organization needs to be taught and practiced. As children get older, homework usually increases. Take an active interest in your child's homework.ÌýÌý

    Parents can be supportive by demonstrating organizational skills and helping children with time management. Assist them with creating a plan for their homework and encourage your child (whatever age) to have a study plan of some sort and to set goals for their homework which are SMART:Ìý

    • Specific – Describe in detail what activities they are going to do.Ìý
    • Measurable – How will they know when they are progressing/finished?ÌýÌý
    • Achievable – Do they have the skills and resources to get to their goal?ÌýÌý
    • Relevant – How does this goal connect to short and long-term targets?Ìý
    • Time-bound – Set a concrete deadline.

    Teach them how to approach homework with a "strategy". How much homework do they have? How long will it take to do it? Prioritize urgent homework and do more difficult things when they are less tired.ÌýÌý

    Make sure there's adequate space in your house and set up a homework-friendly area that is wellÌýlit, andÌýhas a table with enough room to put their pens and books. Of course, this is preferably somewhere quiet.ÌýÌý

    Also, it's important that parents are motivators and monitors and that they try to make themselves available for advice. Always praise children for their work and efforts. If you spot any problems, try and address them. Keep distractions to a minimum at home while they are doing their homework.

    4. Make mealtimes quality family time: listen and share one good thing about each dayÌý

    Kids who grow up having family dinners, when they're on their own, tend to eat more healthily.Ìý – Anne Fishel Ìý

    A meal around the table can bring to the entire family and be an important opportunity for daily interaction. Sitting down to eat as a family provides the opportunity to have an influence over both short and long-term familyÌýhealth, andÌýcan help children establish resilience and the ability to cope with the demands of life as we know it now and in the future. It can also be an opportunity to introduce mindful eating too – being more aware of what and how we are eating.

    Additionally, this time together allows for members to talk and share things about their day and also offers an opportunity to establish a strong and powerful bonding experience. How can we make sure family mealtimes are quality time? Ìý

    • Be attentive and offer undivided attention during this time.ÌýÌý
    • Turn all modern technology off during the meal so everyone is focused on each other.ÌýÌý
    • Talk to each other about topics such as: What lessons do you have today (at breakfast)? What did you enjoy about today? What did you have for lunch (while sharing the evening meal). Tell me one thing you learned today. What made you laugh today? What made you happy today?ÌýÌý
    • Listen mindfully to your child's thoughts and worries (if any).Ìý
    • Encourage each member to talk about one good thing that has happened to them that day. This lets them know you are there for them.ÌýÌý
    • Assign mealtime jobs to involve everyone, e.g.: setting and clearing the table and putting away the dishes.

    However, sometimes it's not possible to share meal times during the week so plan at least one on the weekend if possible.Ìý

    The benefits of any small moment of time can have long-lasting positive influences on your child's mental and physical health. Children model adultÌýbehaviorÌýand if they see you eating and engaging positively with them and others, they will carry this into their own lives.Ìý

    With a bit of preparation, the leadup and transition back to school can be smooth and enjoyable not only for children but also for the rest of the family.

  • A girl sat surroudned by bookshelves, she is leaning on one and reading a book

    4 top tips to help you encourage teens to read

    By Donatella Fitzgerald MBE

    Two big questions about reading

    Children who engage with reading are three times more likely to have high levels of mental well-being than those who do not - ().

    There are two big questions we need to consider to help our students succeed in today’s school environment and to improve their general well-being.

    Research points in one direction: that is reading for pleasure! Here are four tips to help your students read more - and enjoy it.

    Tip 1: Give them a choice of great graded reader

    Reading can help students escape into new worlds and switch off from the day, helping them cope with stress and worry. The outcomes of reading will occur more often and more strongly if reading is enjoyable in the first instance.

    The benefits of reading are more likely to be felt when reading takes place through free choice. Give your students a wide selection of graded readers of different genres and at the right level. Ask them what genres they know and then do a class survey to find out which they like reading most.

    ÃÛÌÒapp English Graded Readers offer teenagers a large range of genres at all levels. The series offers world-renowned stories – fiction, non-fiction, biographies, cinematic readers, plays, short stories and classics – rewritten for English learners.

    Tip 2: Involve the students in a collaborative group activity

    A reading circle is a strategy where the teacher puts students into groups to read a whole book or one or more chapters. At the end of the project, each group creates a presentation to deliver to the class. Reading circles reinforce listening, speaking, reading and writing skills in a supportive and collaborative environment.

    What’s more, they encourage students to deepen their understanding of a chosen text, as students are encouraged to talk about the book they are reading with their classmates. They discuss plots, the specific language used, and personal experiences, think about the characters and make connections to the outside world and citizenship.

    Students work collaboratively and think about and discuss what they have read. At the same time, they are guided towards deeper comprehension and are encouraged through active learning to take an interest in other students’ ideas.

    This type of collaborative project works perfectly in a face-to-face or remote teaching situation. It can be a way of nudging reluctant readers to read. You can help your students deepen discussions about books, create lifelong readers and build a respectful classroom community.

    How to lead a reading circle

    Create your reading circles by forming groups of four to seven students. Learners should be at the same reading level and also have similar interests, where possible.

    The objective of each circle is to read the book and prepare a presentation to share with the whole class. Each group decides collaboratively which reader they would like to read together; however, ask each group to read a different book so you have a variety of presentations.

    Reading circles should be fully student led. Students are empowered and supported by their peers as they all have a specific and important role to play. Through the project and preparing the digital responses students learn digital skills and improve their digital literacy and critical thinking.

    Suggested reading circle roles:

    • Slides Wizard: Creates the slides for the presentation
    • Presentation Wizard: Helps with the presentation to the class
    • Artistic Wizard: Looks at the illustrations in the book (this could be good for students with dyslexia)
    • Film Wizard: Finds information about the film version if there is one
    • Word Wizard: Finds new or keywords
    • Summary Wizard: Writes/creates a summary/visual summary of the plot
    • Sentence Wizard: Finds important quotations, and sentences in the book
    • Character Wizard: List/description of characters
    • Places in the book Wizard: Finding out about symbolic locations in the book

    Students can present their reading circles project in several different ways. For example:

    • A PowerPoint presentation
    • A poster
    • A video
    • A Padlet (interactive notice board where they can post comments, files, pictures and audio and video recordings).

    While students are watching the presentations, they should give feedback to the groups presenting using a feedback form, giving praise and suggesting areas of improvement.

    Tip 3: Introduce your students to a class library

    Introduce a class library and engage students in reading during class time or outside the classroom. If you don’t have much space for physical books, eLibraries can also ensure students can read the books remotely and read the same book at the same time! As with the printed versions, there are readers for teenage and adult students who want to supplement standard English course materials and build their English competence.

    At the end of the year, students can organize a reading festival (either face-to-face or virtually) where they showcase their responses to reading e.g. videos, posters, lap books, dances…anything they like!

    Tip 4: Help struggling readers build their confidence

    Offering students a choice of readers at the right or slightly below their level can help boost their confidence. Ideally, guide them towards short stories so they can finish them.

    Audiobooks can be an alternative to reading a book for a student with dyslexia (and other SEN students). They can have the same experience and many of the same benefits from listening to the story in English.

    If they are reading it is important to scaffold their reading with pre-reading activities as they provide the necessary support before the reading starts and activate their background knowledge. It is also important to pre-teach vocabulary items and encourage them to predict what will happen in the story. Pair students up with a reading buddy so the student with dyslexia has another student who can help them.