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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    1. English

    Speakers: Approximately 1.5 billion

    Native speakers: Around 360 million

    Regions: Widely spoken in the Americas, Europe, Africa, Asia and Oceania.

    Highlights: English is the most widely spoken language worldwide when combining native and non-native speakers. It's the primary language in countries like the United States, the United Kingdom, Canada and Australia. English is the dominant language in international business, science and technology.

    2. Mandarin Chinese

    Speakers: Over 1.1 billion

    Native speakers: About 920 million

    Regions: Mainly in China, Taiwan and Singapore

    Highlights: Mandarin is the language with the largest number of native speakers. It's one of the six official languages of the United Nations and has a significant cultural and historical importance.

    3. Hindi

    Speakers: Around 600 million

    Native speakers: Approximately 341 million

    Regions: Predominantly in India and Nepal

    Highlights: Hindi is predominantly spoken in India and Nepal, with approximately 341 million native speakers. It is one of the official languages of India and is spoken by a large portion of the Indian population. It has numerous dialects and is written in the Devanagari script.

    4. Spanish

    Speakers: Approximately 560 million

    Native speakers: About 460 million

    Regions: Spain, Latin America and parts of the United States

    Highlights: Spanish is the official language in 21 countries and is widely spoken in the Americas. In many of these countries, Spanish serves as the national language, playing a crucial role in government, education and media. It’s known for its rich literature and cultural heritage.

    5. French

    Speakers: Around 280 million

    Native speakers: About 77 million

    Regions: France, parts of Africa, Canada, Belgium and Switzerland

    Highlights: French is another of the six official languages of the United Nations. It's widely used in international diplomacy and has a significant number of speakers in Africa due to France's colonial history.

    6. Arabic

    Speakers: Approximately 270 million

    Native speakers: Around 310 million

    Regions: Middle East and North Africa

    Highlights: Arabic is a central Semitic language that is the liturgical language of Islam. It has many dialects, with Modern Standard Arabic being used in formal settings and media. Arabic has numerous spoken forms, with significant variations in dialects across different regions.

    7. Bengali

    Speakers: Around 265 million

    Native speakers: About 230 million

    Regions: Bangladesh and parts of India

    Highlights: Bengali is the official language of Bangladesh and the second most spoken language in India. Alongside other languages like Hindi and Urdu, Bengali plays a crucial role in the cultural and linguistic landscape of the region. It’s known for its rich literary tradition.

    8. Portuguese

    Speakers: Approximately 220 million

    Native speakers: Around 220 million

    Regions: Brazil, Portugal and parts of Africa

    Highlights: Portuguese is mainly spoken in Brazil, which is the largest Portuguese-speaking country. It has a growing number of speakers in Africa.

    9. Russian

    Speakers: Around 258 million

    Native speakers: Approximately 154 million

    Regions: Russia, Eastern Europe and Central Asia

    Highlights: Russian is one of the six official languages of the United Nations and is widely spoken in the former Soviet Union countries.

    10. Japanese

    Speakers: Approximately 128 million

    Native speakers: Around 128 million

    Regions: Japan

    Highlights: Japanese is predominantly spoken in Japan and is known for its three writing systems—Hiragana, Katakana and Kanji. It has a rich cultural history and is influential in technology and entertainment.

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