Specific Learning Disability

Dyslexia

Specific Learning Disorder with Impairment in Reading

Big-picture pattern thinking
Strong narrative reasoning
Creative problem solving

Definition

Dyslexia is a specific learning disability characterized by difficulties in word reading and/or spelling that involve accuracy, speed, or both and vary depending on the orthography. These difficulties occur along a continuum of severity and persist even with instruction that is effective for the individual's peers. The causes of dyslexia are complex and involve combinations of genetic, neurobiological, and environmental influences that interact throughout development. Underlying difficulties with phonological and morphological processing are common but not universal, and early oral language weaknesses often foreshadow literacy challenges. Secondary consequences include reading comprehension problems and reduced reading and writing experience that can impede growth in language, knowledge, written expression, and overall academic achievement. Although identification and targeted instruction are important at any age, language and literacy support before and during the early years of education is particularly effective.

— International Dyslexia Association, 2025

In plain language

Dyslexia is a brain-based learning disorder that affects reading. Individuals with dyslexia often struggle with phonemic awareness, phonological processing, and recognizing letter sounds, which can make breaking down words and reading fluently difficult. For example, they might read "doctor" as "do-ctor" instead of "doc-tor." Challenges include rhyming, recognizing sight words, retrieving known words, and quickly naming letters or objects. Dyslexia can also impact spelling, cursive writing, learning foreign languages, and memorizing information like phone numbers or multiplication tables. It is not related to intelligence, but rather to how the brain processes language.

In the classroom

Students with Dyslexia may show one or more of the following — patterns vary widely and rarely look the same in any two learners.

may struggle with phonemic awareness — differentiating and using individual sounds in words
may have slow or distorted phonological processing
may read or write letters or words out of order; poor spelling
may read slowly or with frequent pauses
may have difficulty sounding out unknown words
may misuse or disregard punctuation
may have difficulty mastering correct spelling or age-appropriate vocabulary
may have trouble with handwriting
may have difficulty recalling known words
may have delayed speech development
may have trouble rhyming
may transpose phonemes when speaking (e.g. "aminal" instead of "animal")
may have a short attention span
may have difficulty following directions
may have trouble distinguishing letters, numerals, or sounds
may struggle to put events or ideas into sequence
may need many more repetitions than average to commit something to memory
may have slower-than-average receptive language (auditory processing)
may avoid schoolwork

Support strategies

Multisensory learning — Elementary

Sand writing — trace letters in sand while verbalizing sounds and letters
Blending boards — use letter cards to form and read words by blending sounds
Arm tapping — tap arms while spelling words aloud, then say the entire word
Orton-Gillingham-based intervention (e.g. Recipe for Reading, the Sonday System, the Wilson Reading System)
A phonics program that teaches syllable types, such as Fundations

Multisensory learning — Middle & High School

3D interactive models and hands-on lab experiments in science
Metaphors when teaching abstract concepts
Memory strategies such as the peg system or memory palace
Small-group activities where students create a visual on the board
Listen to the audio version of a speech or poem before discussion
Act out parts of a play or perform a poem aloud
Use built-in speech-to-text to compose, then text-to-speech to listen back

Accommodations — Presentation

Verbal instructions, repeated, or written in simple language
Fewer items per page; highlight important text such as directions

Accommodations — Response & assessment

Allow assistive tech: text-to-speech, spell checker, grammar checker, or do not penalize for misspellings
Allow students to type responses or use speech-to-text on assessments
Consider alternate assessments such as oral responses, in person or recorded

Accommodations — Setting & timing

Preferential seating closer to instruction and away from distractions
Individual or small-group settings for assessments
Extended time — "time and a half" or "double time"
Flexible testing (multiple small sessions for an assessment)
Frequent breaks (a walk, the bathroom, a snack)

Assistive technology

Spell checkers (built into most writing platforms)
Speech-to-text — students vocalize, the computer transcribes (proofreading is essential)
Text-to-speech — Snap&Read, built-in OS readers; on Mac: System Settings → Accessibility → Spoken Content → Speak Selection (Option + Escape)
Audiobooks — Learning Ally, Audible, Libby, Hoopla
Line readers that highlight one line of text at a time to improve focus
Digital scanning pens that read text aloud and transfer it to digital devices

Resources

ADDitude Magazine — "What is Dyslexia? Symptoms, Causes, Treatments"
International Dyslexia Association — "Accommodations for Students with Dyslexia"