Dyslexia and reading difficulties are not solved by asking someone to try harder or read aloud until they are exhausted. A realistic plan starts by understanding how that person learns, reducing barriers, and agreeing supports that can be sustained at home and in the classroom.

Start with a calm and specific conversation#

Start with a calm and specific conversation. A good starting point is to ask which tasks are hard, which go better, and when tiredness appears. Collect specific examples, such as mixing up the order of an instruction, taking a long time to copy, losing the thread of a long text, or avoiding an activity. This information describes a barrier; it does not define anyone’s worth or intelligence. The person should be able to say, in their own words, which support helps and which feels uncomfortable. At the end, agree one action for the following week: who will prepare it, when it will be used, and how everyone will know whether it helped. It might be a writing-planning template, audio before reading a chapter, or five minutes of review with an agreed break. The aim is not for the person to hide difficulty, but to have tools, time, and respectful treatment to show what they know.

Start with a calm and specific conversation. A good starting point is to ask which tasks are hard, which go better, and when tiredness appears.

Start with a calm and specific conversation. Support can include short instructions as well as spoken ones, extra time, readable type, shared reading, text-to-speech technology, alternative responses, or breaking a long task into steps. The International Dyslexia Association, British Dyslexia Association, NHS, and UK Department for Education provide guidance on evidence and accessibility. No checklist replaces everyday observation: try an adjustment, review its effect, and keep only what makes learning and participation easier. At the end, agree one action for the following week: who will prepare it, when it will be used, and how everyone will know whether it helped. It might be a writing-planning template, audio before reading a chapter, or five minutes of review with an agreed break. The aim is not for the person to hide difficulty, but to have tools, time, and respectful treatment to show what they know.

Separate an observed difficulty from a label#

Separate an observed difficulty from a label. A good starting point is to ask which tasks are hard, which go better, and when tiredness appears. Collect specific examples, such as mixing up the order of an instruction, taking a long time to copy, losing the thread of a long text, or avoiding an activity. This information describes a barrier; it does not define anyone’s worth or intelligence. The person should be able to say, in their own words, which support helps and which feels uncomfortable. At the end, agree one action for the following week: who will prepare it, when it will be used, and how everyone will know whether it helped. It might be a writing-planning template, audio before reading a chapter, or five minutes of review with an agreed break. The aim is not for the person to hide difficulty, but to have tools, time, and respectful treatment to show what they know.

Separate an observed difficulty from a label. Support can include short instructions as well as spoken ones, extra time, readable type, shared reading, text-to-speech technology, alternative responses, or breaking a long task into steps. The International Dyslexia Association, British Dyslexia Association, NHS, and UK Department for Education provide guidance on evidence and accessibility. No checklist replaces everyday observation: try an adjustment, review its effect, and keep only what makes learning and participation easier. At the end, agree one action for the following week: who will prepare it, when it will be used, and how everyone will know whether it helped. It might be a writing-planning template, audio before reading a chapter, or five minutes of review with an agreed break. The aim is not for the person to hide difficulty, but to have tools, time, and respectful treatment to show what they know.

Gather useful information without turning it into a test#

Gather useful information without turning it into a test. A good starting point is to ask which tasks are hard, which go better, and when tiredness appears. Collect specific examples, such as mixing up the order of an instruction, taking a long time to copy, losing the thread of a long text, or avoiding an activity. This information describes a barrier; it does not define anyone’s worth or intelligence. The person should be able to say, in their own words, which support helps and which feels uncomfortable. At the end, agree one action for the following week: who will prepare it, when it will be used, and how everyone will know whether it helped. It might be a writing-planning template, audio before reading a chapter, or five minutes of review with an agreed break. The aim is not for the person to hide difficulty, but to have tools, time, and respectful treatment to show what they know.

Gather useful information without turning it into a test. Support can include short instructions as well as spoken ones, extra time, readable type, shared reading, text-to-speech technology, alternative responses, or breaking a long task into steps. The International Dyslexia Association, British Dyslexia Association, NHS, and UK Department for Education provide guidance on evidence and accessibility. No checklist replaces everyday observation: try an adjustment, review its effect, and keep only what makes learning and participation easier. At the end, agree one action for the following week: who will prepare it, when it will be used, and how everyone will know whether it helped. It might be a writing-planning template, audio before reading a chapter, or five minutes of review with an agreed break. The aim is not for the person to hide difficulty, but to have tools, time, and respectful treatment to show what they know.

Choose supports that reduce reading load#

Choose supports that reduce reading load. A good starting point is to ask which tasks are hard, which go better, and when tiredness appears. Collect specific examples, such as mixing up the order of an instruction, taking a long time to copy, losing the thread of a long text, or avoiding an activity. This information describes a barrier; it does not define anyone’s worth or intelligence. The person should be able to say, in their own words, which support helps and which feels uncomfortable. At the end, agree one action for the following week: who will prepare it, when it will be used, and how everyone will know whether it helped. It might be a writing-planning template, audio before reading a chapter, or five minutes of review with an agreed break. The aim is not for the person to hide difficulty, but to have tools, time, and respectful treatment to show what they know.

Choose supports that reduce reading load. Support can include short instructions as well as spoken ones, extra time, readable type, shared reading, text-to-speech technology, alternative responses, or breaking a long task into steps. The International Dyslexia Association, British Dyslexia Association, NHS, and UK Department for Education provide guidance on evidence and accessibility. No checklist replaces everyday observation: try an adjustment, review its effect, and keep only what makes learning and participation easier. At the end, agree one action for the following week: who will prepare it, when it will be used, and how everyone will know whether it helped. It might be a writing-planning template, audio before reading a chapter, or five minutes of review with an agreed break. The aim is not for the person to hide difficulty, but to have tools, time, and respectful treatment to show what they know.

Practise with small and visible goals#

Practise with small and visible goals. A good starting point is to ask which tasks are hard, which go better, and when tiredness appears. Collect specific examples, such as mixing up the order of an instruction, taking a long time to copy, losing the thread of a long text, or avoiding an activity. This information describes a barrier; it does not define anyone’s worth or intelligence. The person should be able to say, in their own words, which support helps and which feels uncomfortable. At the end, agree one action for the following week: who will prepare it, when it will be used, and how everyone will know whether it helped. It might be a writing-planning template, audio before reading a chapter, or five minutes of review with an agreed break. The aim is not for the person to hide difficulty, but to have tools, time, and respectful treatment to show what they know.

Practise with small and visible goals. Support can include short instructions as well as spoken ones, extra time, readable type, shared reading, text-to-speech technology, alternative responses, or breaking a long task into steps. The International Dyslexia Association, British Dyslexia Association, NHS, and UK Department for Education provide guidance on evidence and accessibility. No checklist replaces everyday observation: try an adjustment, review its effect, and keep only what makes learning and participation easier. At the end, agree one action for the following week: who will prepare it, when it will be used, and how everyone will know whether it helped. It might be a writing-planning template, audio before reading a chapter, or five minutes of review with an agreed break. The aim is not for the person to hide difficulty, but to have tools, time, and respectful treatment to show what they know.

Coordinate family, school, and support services#

Coordinate family, school, and support services. A good starting point is to ask which tasks are hard, which go better, and when tiredness appears. Collect specific examples, such as mixing up the order of an instruction, taking a long time to copy, losing the thread of a long text, or avoiding an activity. This information describes a barrier; it does not define anyone’s worth or intelligence. The person should be able to say, in their own words, which support helps and which feels uncomfortable. At the end, agree one action for the following week: who will prepare it, when it will be used, and how everyone will know whether it helped. It might be a writing-planning template, audio before reading a chapter, or five minutes of review with an agreed break. The aim is not for the person to hide difficulty, but to have tools, time, and respectful treatment to show what they know.

Coordinate family, school, and support services. Support can include short instructions as well as spoken ones, extra time, readable type, shared reading, text-to-speech technology, alternative responses, or breaking a long task into steps. The International Dyslexia Association, British Dyslexia Association, NHS, and UK Department for Education provide guidance on evidence and accessibility. No checklist replaces everyday observation: try an adjustment, review its effect, and keep only what makes learning and participation easier. At the end, agree one action for the following week: who will prepare it, when it will be used, and how everyone will know whether it helped. It might be a writing-planning template, audio before reading a chapter, or five minutes of review with an agreed break. The aim is not for the person to hide difficulty, but to have tools, time, and respectful treatment to show what they know.

Protect motivation and the right to participate#

Protect motivation and the right to participate. A good starting point is to ask which tasks are hard, which go better, and when tiredness appears. Collect specific examples, such as mixing up the order of an instruction, taking a long time to copy, losing the thread of a long text, or avoiding an activity. This information describes a barrier; it does not define anyone’s worth or intelligence. The person should be able to say, in their own words, which support helps and which feels uncomfortable. At the end, agree one action for the following week: who will prepare it, when it will be used, and how everyone will know whether it helped. It might be a writing-planning template, audio before reading a chapter, or five minutes of review with an agreed break. The aim is not for the person to hide difficulty, but to have tools, time, and respectful treatment to show what they know.

Protect motivation and the right to participate. Support can include short instructions as well as spoken ones, extra time, readable type, shared reading, text-to-speech technology, alternative responses, or breaking a long task into steps. The International Dyslexia Association, British Dyslexia Association, NHS, and UK Department for Education provide guidance on evidence and accessibility. No checklist replaces everyday observation: try an adjustment, review its effect, and keep only what makes learning and participation easier. At the end, agree one action for the following week: who will prepare it, when it will be used, and how everyone will know whether it helped. It might be a writing-planning template, audio before reading a chapter, or five minutes of review with an agreed break. The aim is not for the person to hide difficulty, but to have tools, time, and respectful treatment to show what they know.

Case 1: homework that lasts every afternoon#

Case 1: homework that lasts every afternoon. At home, Leo spent two hours on homework that classmates completed much sooner. His family stopped repeating “focus” and agreed to begin with the exercise he understood, listen to the text using an accessible tool, and tell the teacher the actual time involved. After a week, finishing without tears was a more useful indicator than completing every page. At the end, agree one action for the following week: who will prepare it, when it will be used, and how everyone will know whether it helped. It might be a writing-planning template, audio before reading a chapter, or five minutes of review with an agreed break. The aim is not for the person to hide difficulty, but to have tools, time, and respectful treatment to show what they know.

Case 1: homework that lasts every afternoon. Support can include short instructions as well as spoken ones, extra time, readable type, shared reading, text-to-speech technology, alternative responses, or breaking a long task into steps. The International Dyslexia Association, British Dyslexia Association, NHS, and UK Department for Education provide guidance on evidence and accessibility. No checklist replaces everyday observation: try an adjustment, review its effect, and keep only what makes learning and participation easier. At the end, agree one action for the following week: who will prepare it, when it will be used, and how everyone will know whether it helped. It might be a writing-planning template, audio before reading a chapter, or five minutes of review with an agreed break. The aim is not for the person to hide difficulty, but to have tools, time, and respectful treatment to show what they know.

Case 2: an oral presentation that creates anxiety#

Case 2: an oral presentation that creates anxiety. Nora had to present work to the class and reading cards made her freeze. With her teacher, she could rehearse using key images, record one part, and use a slide with simple words. The presentation still assessed content, while removing a barrier that was not the purpose of the activity. At the end, agree one action for the following week: who will prepare it, when it will be used, and how everyone will know whether it helped. It might be a writing-planning template, audio before reading a chapter, or five minutes of review with an agreed break. The aim is not for the person to hide difficulty, but to have tools, time, and respectful treatment to show what they know.

Case 2: an oral presentation that creates anxiety. Support can include short instructions as well as spoken ones, extra time, readable type, shared reading, text-to-speech technology, alternative responses, or breaking a long task into steps. The International Dyslexia Association, British Dyslexia Association, NHS, and UK Department for Education provide guidance on evidence and accessibility. No checklist replaces everyday observation: try an adjustment, review its effect, and keep only what makes learning and participation easier. At the end, agree one action for the following week: who will prepare it, when it will be used, and how everyone will know whether it helped. It might be a writing-planning template, audio before reading a chapter, or five minutes of review with an agreed break. The aim is not for the person to hide difficulty, but to have tools, time, and respectful treatment to show what they know.

Case 3: understanding instructions in an exam#

Case 3: understanding instructions in an exam. Sam understood the subject when someone explained the instruction, but lost marks when interpreting long questions. The teaching team separated instructions into bullet points, checked understanding without giving answers, and allowed extra time. Review showed stronger performance and less need to leave questions unfinished. At the end, agree one action for the following week: who will prepare it, when it will be used, and how everyone will know whether it helped. It might be a writing-planning template, audio before reading a chapter, or five minutes of review with an agreed break. The aim is not for the person to hide difficulty, but to have tools, time, and respectful treatment to show what they know.

Case 3: understanding instructions in an exam. Support can include short instructions as well as spoken ones, extra time, readable type, shared reading, text-to-speech technology, alternative responses, or breaking a long task into steps. The International Dyslexia Association, British Dyslexia Association, NHS, and UK Department for Education provide guidance on evidence and accessibility. No checklist replaces everyday observation: try an adjustment, review its effect, and keep only what makes learning and participation easier. At the end, agree one action for the following week: who will prepare it, when it will be used, and how everyone will know whether it helped. It might be a writing-planning template, audio before reading a chapter, or five minutes of review with an agreed break. The aim is not for the person to hide difficulty, but to have tools, time, and respectful treatment to show what they know.

Review the plan and seek help when needed#

Review the plan and seek help when needed. A good starting point is to ask which tasks are hard, which go better, and when tiredness appears. Collect specific examples, such as mixing up the order of an instruction, taking a long time to copy, losing the thread of a long text, or avoiding an activity. This information describes a barrier; it does not define anyone’s worth or intelligence. The person should be able to say, in their own words, which support helps and which feels uncomfortable. At the end, agree one action for the following week: who will prepare it, when it will be used, and how everyone will know whether it helped. It might be a writing-planning template, audio before reading a chapter, or five minutes of review with an agreed break. The aim is not for the person to hide difficulty, but to have tools, time, and respectful treatment to show what they know.

Review the plan and seek help when needed. Support can include short instructions as well as spoken ones, extra time, readable type, shared reading, text-to-speech technology, alternative responses, or breaking a long task into steps. The International Dyslexia Association, British Dyslexia Association, NHS, and UK Department for Education provide guidance on evidence and accessibility. No checklist replaces everyday observation: try an adjustment, review its effect, and keep only what makes learning and participation easier. Seek assessment or specialist support if difficulties persist, affect wellbeing, restrict participation, or create a growing gap. Prepare examples, schoolwork, and questions for a consultation rather than looking for blame. A plan can change with age, subject, and setting; respectful review turns information into useful decisions.

International Dyslexia Association · British Dyslexia Association · NHS · Department for Education.