Supporting Dyslexia in the Classroom

Ten helpful things to know and do for dyslexic students in the classroom

Provide extra time on all assignments and a quiet place to work/test if needed.

Reduce the amount of words on a spelling list.

Provide various ways for a student to demonstrate his/her understanding (oral testing, video projects, etc).

Red number four in a circle

Do not ask the student to read aloud in class.

Red number 5 in a circle

Break assignments into smaller tasks.

Reduce clutter or unnecessary objects on worksheets and homework.

Provide, in advance, an outline of class lectures, a copy of class notes, organizers, and/or study guides.

Red number eight in a circle

Avoid penalizing a student for spelling or provide a separate grade for content and one for spelling.

Red number nine in a circle

Use oral directions or simplified written directions.

Red number 10 in a circle

Reduce paper and pencil tasks.

Did you know?

Dyslexic students have numerous strengths. Opportunities to shine in these areas will help maintain a healthy self-confidence.

Dyslexic students thrive in a classroom environment that:

  • Is structured.
  • Is challenging academically.
  • Looks at the individual child and what he/she can add to the class.
  • Has low student/teacher ratio.
  • Has a clear, enforced behavior system.
  • Values creativity.
  • Has continued academic support.
  • Uses discussion / discovery instruction.
  • Has fewer transitions during the day but provides plenty of opportunity to move around.
  • Readily offers individual accommodations.
  • Provides organizational systems to keep a student on track and motivated.
  • Provides time during the school day or after school to do homework.
  • Is stimulating, yet calm and predictable.
  • Is warm and nurturing.
  • Emphasizes quiet, independent work.
  • Collaborates among grade level teachers to insure student progress.
  • Has varied means of assessment, i.e. projects as well as written tests.
  • Gives credit for class participation, homework, and general effort.
  • Has ready access to technology.
  • Has regularly scheduled times to ask for extra help.
  • Has a frequent parent communication system in place.
  • Has a consistent grade level curriculum.

NOTE: This information was compiled by The Schenck School

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