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
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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

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    Reaching exam success with happiness and wellbeing in mind

    By Sophia Fergus

    Are you or your students preparing for an exam like ? If so, you might find that things are more stressful than usual or that motivation is starting to lack. When preparing to take an exam, it’s easy to overlook the fact that people also need to destress and relax a little.

    Exam preparation is an important period. That’s why we’ve come up with some tips and advice that will help increase happiness and well-being. It will also help develop good study habits and ensure you or your students remain happy right up to their exams and beyond.

    1. Create a study plan

    A clear plan can help you get off to a positive start. At the same time, it will inevitably lead to more confidence and better results on the big day. Make sure to gather all the materials and equipment you will need (or provide your students with a list of what they need to gather). Once prepared, set up a comfortable workspace where you will feel happy to spend time. If you’re a teacher, you can ask your students to describe their ideal study spaces in class – this will help them visualize what they need to do at home!

    It's also helpful to create a schedule where you write down what you need to work on and when. Try to include all areas of the exam but prioritize those areas that may need more work and improvement.

    2. Take time out

    If you're starting to feel anxious or stressed as the exam day comes nearer, here are some ideas to help manage:

    Take a break

    It’s better to study for short periods rather than spending hours on end at their desk. It’s a good idea to break up study periods and take a short break at regular intervals. If possible, also go outside and get some fresh air at least once a day.

    Try mindfulness techniques

    Guided meditation apps such as or can help reduce stress and prepare learners to focus better on their studies. You can also find guided meditation videos and audio tracks on Youtube or Spotify.

    Be positive

    Remember how far you’ve progressed and celebrate what you can do, and if you’re an educator encourage them to visualize themselves confidently completing the exam.

    3. Have fun!

    Although exam practice and reviewing are important parts of preparing for an exam, you can also have some fun. Play games and base activities around a variety of different media, including short videos and podcasts and other forms of entertainment.

    Make English a part of your leisure time. Watch series or films in English, listen to music or choose podcasts related to your interests. A good tip is to look for English-language alternatives to any materials or media usually consumed.

    4. Stay healthy

    The stress caused by exams can result in bad habits, and eating unhealthily – fast food, snacks and caffeine can provide a false sense of energy. However, the food we eat and drink can greatly affect our body and mind. A healthy diet can improve our mood, our memory and our levels of concentration:

    • Healthy carbs such as brown rice, pasta, whole grain bread and cereals will provide the necessary energy to allow students to keep working through the day.
    • Oily fish like salmon and sardines are great for the brain, heart and joints, as well as increasing serotonin which makes us feel good!
    • Other sources of Omega 3 such as nuts and seeds are a great substitute for vegans.
    • A variety of fruits and vegetables will ensure that students have a balanced diet that will improve memory, brainpower and mental agility.

    5. Get a good night’s sleep

    Sleep is essential for learning to take place. The time you spend asleep is just as important as the time you spend awake. You should aim to sleep for 8 hours a night. This will help your brain to recharge, allowing you to start the day with energy and focus.

    It’s especially important that you sleep well the day before the exam. This will help you relax and ensure that you are alert and ready to give your best performance.

    6. Offer incentives

    If you are studying intensively or for a long time, motivation levels may start to drop. If you’re a teacher and you see this is the case, your class will need some additional support and encouragement to help them keep going. Small rewards can help with this.

    Teacher: You can offer rewards in class by allowing students to choose an activity they enjoy, but it’s also useful for students to give themselves rewards for any goals they set and accomplish. This personalization will make the reward even more satisfying.

    Self-learner: When you get to certain checkpoints of your study make sure to reward yourself with something small that you enjoy. Small rewards include things like listening to your favorite song, eating a sweet treat or watching a funny video.

    7. Reduce the workload

    As the exam approaches, make sure to gradually slow down. Rather than trying to learn something new, spend the last few days reviewing what you’ve studied and practice English as much as you can. On the day before the exam, do something completely different, like go for a long walk or watch a good film. Just to get your mind to wind down and relax before your exam, which will likely be quite demanding on the brain.