5 ways to support students with dyslexia

Anna Hasper
A Teacher sat with a child at a desk in a classroom helping them with their writing,

Children seem to be starting English lessons younger than ever, often before they can even read and write. This means that learning differences like dyslexia may not have yet made themselves apparent.

While it’s not a language teacher’s role to diagnose specific learning needs, it is important for us to monitor our young learner students’ progress. If we think a student might be showing signs of dyslexia (or another learning difference), we should feel comfortable referring parents to the right place early on. This can make a huge difference in the learning process.

There are many forms of dyslexia and it affects students in various ways. However, some may include the following:

  • having difficulty reading (especially aloud)
  • struggling with spelling
  • problems remembering the sequence of things
  • finding it hard to follow instructions
  • misbehaving or disrupting the class
  • being very quiet or shy (especially when doing reading or writing activities)
  • falling asleep in class.

Dyslexia is not a learning disability; it’s a learning difference.

What do Magic Johnson, Richard Branson and Tom Cruise have in common? They all have dyslexia. So learners with dyslexia are certainly not less capable; in fact, they often excel in spatial thinking and creativity. The difference is that their brain works differently, so they find visual processing and using their working memory challenging. For example, they may struggle to remember what was said and face challenges when trying to link sounds to letters.

The most common issues are related to reading, spelling and writing, but dyslexia can also impact concentration span and planning skills. And all these challenges have a severe impact on learners’ self-esteem.

Providing effective learning opportunities for young learners with dyslexia might require teachers to reframe how they see dyslexia. Avoid seeing it as a dis-ability, but rather as a form of neurodiversity: the brain functions and learns in different ways.

Creating the conditions for learning

Many – if not most – young learner teachers feel they are not appropriately trained to deal effectively with learners who have dyslexia in a classroom context.

In an ideal world, all EAL and mainstream teachers would receive in-depth training to better deal with neurodiversity in the classroom. But for now, let’s explore some modifications that help create a more enabling learning environment in which all learners – with or without dyslexia – can progress.

1. Getting to know them

If we want all learners to progress to their next level, we need to get to know them. Only then can we provide learning opportunities that start where they are. Get to know their strengths, weaknesses and interests as well as their learning profile; where do they like to work, who do they work well with and what kinds of tasks engage them fully? These are the starting principles of differentiated teaching and all learners will profit from you taking the time to get to know them beyond their name.

Top tip:

Observations are an extremely useful tool to gain insight into learners’ levels and learning preferences. My favorite activity is to get young learners to create a personal profile.

This can be done in their first language – at home with parents – or as a shared writing activity in class. You provide the stem sentences, and learners complete them with drawings or words. You can hang the profiles on the wall and use them to start talking about ‘differences and similarities’. Alternatively, you can have a learner present their buddy to the class based on their profile, depending on the level and age you teach.

2. Creating a collaborative culture in the classroom

If we want learners to help each other in class, we need to create a culture of ‘helping hands’. Focusing on developing good relationships in your classroom, between you and the learners but also between learners, is vital for a collaborative culture. Use activities that focus on building understanding through sharing ideas. Integrating collaborative learning activities will help to establish supportive relationships and makes struggling learners feel more confident in the classroom. They know they can first talk things through with others and ask them for help before completing a task independently. This will benefit all learners, not only learners with dyslexia.

Top tip:

Think-pair-share is a well-known collaborative activity and can easily be adapted to include some movement too in the form of HuSuPuWu!

This activity will help learners share ideas and allow for differentiated thinking time. Ask your young learners a question you want them to respond to, give them thinking time and tell them to put their hand up when they are ready to talk (Hu).

Encourage them to look around, find another person with their hand up and stand up (Su) to walk over and pair up (Pu).

Together they share ideas before returning to their place and writing up their ideas (Wu).

This will be especially beneficial for students who need more time to process, love to move and want to get confirmation or support.

3. Providing multi-sensory tasks and activities

Providing multi-sensory activities is already common practice in most young learner classrooms. It allows learners to process information using their stronger senses while strengthening their weaker areas.

Multi-sensory teaching (MST) acknowledges that all brains learn in unique, different ways and is a well-known method used when working with dyslexic students in their mother tongue. So instead of only telling the story, find images that illustrate the events, draw a story path for learners to follow, or get them to visualize the story.

Doing this increases the ‘routes of memory’ as Kormos (2017) calls it, and enables information to reach the brain via different pathways, visual and auditory, which strengthen the message.

Top tip:

When learning new words, break them into syllables by clapping when you say them. Then show the word and break it up visually (e.g. fri-end), and get them to make the word with playdough or in shaving foam as they say it. Get them to keep saying it as they write it and then check it.

4. Setting clear, manageable instructions

Because dyslexia often impacts working memory, following instructions can be even more challenging than it already is for young learners. We need to reduce the processing load by breaking up instructions into manageable, achievable steps.

Focusing on just a small amount of information better enables learners with dyslexia (Kormos & Smith, 2012) and to be honest, all young learners – and our classroom management – can benefit from this.

Also, check whether you need to ‘tell’ it or can you ‘show’ the instructions? Presenting instructions in a multisensory way where you, for example, use the whiteboard to visualize the instructions, and use gestures and body language to support your oral input will facilitate understanding.

Top tip:

Learners benefit from talking things through as talk plays an integral part in meaning-making. So why not get learners to turn to their elbow buddy and repeat what they need to do in their own words? Another effective way would be to record the instructions so they can listen back as many times as they need.

5. Adapting your materials

Being aware of what works best for the unique brains of learners with dyslexia allows us to tweak existing materials to make learning more accessible. Think about the color of paper you copy on or the background color of your slides. Learners with dyslexia cope better with colored backgrounds as it reduces word blurring. When learning to write new words in their workbook, use a highlighter to highlight the area between the middle lines where the body of the letters needs to be written.

Top tip:

Nowadays, many young learner coursebooks have audio resources available, but not always for readers or stories. Use assistive technology to get the selected reading text recorded. Struggling readers can listen to the audio as they read the text alone. In this way, they will feel that they are reading independently whilst working on letter sound correlation as well as the rhythm of the language.

The English language classroom can be stressful for learners with specific learning needs. Now, we don’t need to – and can’t – ‘fix’ learners, but we should try to ‘fix’ the environment and provide an enabling, inclusive learning environment for all. By tweaking our teaching, we might better enable learners who face challenges, ensure they feel supported in their learning and allow them to bloom in our classroom.

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  • English is the language of AI - why teaching it matters

    By Sam Colley
    Reading time: 3 minutes

    In the rapidly evolving age of artificial intelligence (AI), language plays a critical role in shaping the future of technology. English, in particular, has emerged as the dominant language in the AI domain, driving innovations, collaboration and accessibility. As we delve deeper into the digital age, the importance of teaching English becomes increasingly evident. Here are some key points that underscore why English is essential in the realm of AI and why its teaching matters.

    Global collaboration and research

    AI is a field that thrives on collaboration and the sharing of knowledge. Researchers, developers and engineers worldwide contribute to the collective advancement of AI technologies. English is the common linguistic thread that binds this global community together, enabling seamless communication and collaboration among these diverse professionals.

    By teaching English, we empower individuals from various linguistic backgrounds to participate in global research projects, attend international conferences and publish their findings in widely accessible journals. This global exchange of ideas not only accelerates the pace of AI innovation but ensures that advancements are inclusive and representative of a wide array of perspectives.

    Access to educational resources and technical documentation

    Many AI research papers, educational materials, textbooks, online courses and technical documents are published in English. Leading AI platforms, libraries and frameworks, offer extensive documentation and support primarily in English.

    By equipping individuals with English language skills, we empower them to access these invaluable resources. This democratizes the learning process, allowing aspiring AI practitioners from non-English-speaking regions to acquire the knowledge and tools needed to contribute effectively to the field.

    Enhancing communication and language learning with AI systems

    As AI systems become more integrated into our daily lives, the ability to communicate effectively with these systems is paramount. Many AI-driven applications, from virtual assistants like Siri and Alexa to customer service chatbots, operate predominantly in English. Teaching English ensures that users can interact seamlessly with these technologies, maximizing their utility and enhancing user experience.

    Moreover, as continues to advance, proficiency in English allows individuals to better understand and contribute to the development of more sophisticated and intuitive AI communication interfaces.

  • A group of friends sat outside smiling and talking

    Lesser-known differences between British and American English

    By Heath Pulliam
    Reading time: 5 minutes

    Heath Pulliam is an independent education writer with a focus on the language learning space. He’s taught English in South Korea and various subjects in the United States to a variety of ages. He’s also a language learning enthusiast and studies Spanish in his free time.

    British and American English are two well-known varieties of the English language. While the accent is often the first difference people notice, there are also subtle distinctions in vocabulary, grammar and even style. Many know about how Brits say boot and lift, while Americans would say trunk and elevator, but what about a few lesser-known differences?

    Here, we take a look at a few of the more obscure differences between British English (BrE) and American English (AmE).

    Note: British English is underlined and American English isitalicized.

    1.Footballerandfootball player

    Along with the well-known difference of how in the U.S., football refers to American football, while football in Britain is what Americans like me call soccer, Americans also use player after the sport to denote someone who plays the sport. In British English, the sport with an added -er suffix is more common, like footballer and cricketer, not football player or cricket player.

    This is not universal, though. For some sports, the -er suffix is used in both dialects. Both Brits and Americans use the term golfer, not golf player. There are also sports where the -er suffix is never used, like for tennis, cycling and gymnastics. Nobody says tenniser, tennis player is used instead.

    People who cycle are cyclists and people who do gymnastics are gymnasts. Sometimes, badminton players are even called badmintonists. Overall, there aren’t really any concrete rules for what to call each player of a sport. Each sport has its own way of calling someone who participates in that sport.

    2.I dzܱ’t care lessandI could care less

    The American version (I could care less) means the same thing. Although technically incorrect, it is still widely used in North America as an idiom and will be interpreted as not caring at all about something. Although popular, both variations can be heard in North America. Regardless, miscommunications do happen surrounding this phrase.

    “I could care less about who Harry Styles is dating right now.”

    “Oh, I didn’t know you were interested in tabloid news.”

    “I’m not! I just said I didn’t care about it.”

    “No, you said that you could care less, meaning that it is possible for you to care less about who he’s dating.”

    “Ugh! What I mean is that I dzܱ’t care less. Happy?”

    3. American simplification

    Both British and American dialects are filled with many minuscule differences in spelling and phrasing. For example, the words plough (BrE) and plow (AmE) mean the same thing, but are spelled differently.

    When two words differ, American English generally favors the simpler, more phonetic spelling. Hey, there’s another one! Favour (BrE) and favor (AmE). It’s apparent in pairs like analyse (BrE) and analyze (AmE), and neighbour (BrE) and neighbor (AmE).

    Many of these small spelling differences can be attributed to Noah Webster, author of Webster’s Dictionary, who sought to distinguish American from British English by simplifying many of the words.

    Some of his simplifications to American English are swapping the s for z, (specialised to specialized), dropping the u in words ending in our, (colour to color), and changing words ending in -tre to -ter (theatre to theater).

    4. Courgette and zucchini

    The history of this vegetable, whatever you may call it, tells us why zucchini is used in American English and courgette is used in British English. If you’ve studied languages, you can probably guess what country each name originated from. England was introduced to this cylinder-shaped vegetable in the 19th century by its French neighbors, while Americans were introduced to it in the early 20th century by the large influx of Italian immigrants.

    The word zucchini is something of a mistranslation from Italian, however. What Americans use (zucchini) is the plural masculine form of the proper Italian word, (zucchino).

    5.Anticlockwiseand counterclockwise

    These terms mean the same thing, the rotation against the way a clock runs. In British English, this movement would be called anticlockwise, and in the U.S., they use counterclockwise.The prefixesanti- andcounter- mean similar things.Anti- means against, andcounter- means contrary or opposite to.

    You should use antibacterial soap in order to stop the spread of germs.Buying cheap clothes that only last you a few months is counterproductive in the long term.

    Can you guess how they described this movement before the invention of clocks with hands and circular faces? English speakers this long ago used sunwise. This direction at the time was considered auspicious and the opposite of the other direction.

    6.Haveand take

    Have and take are used often before nouns like shower, break, bath, rest and nap.In the U.S., peopletakeshowers andtakenaps, while in the U.K., peoplehaveshowers andhavenaps. Another example of this is how Americanstakea swim and Britshavea swim. These are called delexical verbs and we use them all the time in English, both British and American.

    Although often different, both groups of English speakers have arguments, make decisions and take breaks.

    7.Quite

    This word is spelled the same in both American and British English, but means something different. In the U.S.,quiteis typically used as an intensifier, like the wordvery.In the U.K., it’s normally used as a mitigator, like the wordsomewhat.

    It can also mean completely if it modifies certain adjectives. (e.g., It’s quite impossible to learn a language in one month.)

    American English: That Mexican food we had yesterday was quite spicy.

    Translation: That Mexican food we had yesterday was very spicy.

    In British English, quite means something more on the lines of kind of, or a bit.

    British English: Thank you for the meal, it was quite good.

    Translation: Thank you for the meal, it was somewhat good.

    8. Clothing differences

    The category of clothes is one of the richest, with differences between the two English variants.How about those pants that people used to only wear at the gym and around the house, but now wear them everywhere?

    Brits call themtracksuit bottomsand Americans call themsweatpants. What about a lightweight jacket that protects from wind and rain?Brits might call this ananorak(derived from the Greenlandic word), but Americans would call it awindbreaker. Both variants also useraincoatfor this article of clothing.

    9.Torchandflashlight

    As an American, I’ve been confused before when coming across the word torch while reading the work of an English author.

    To Americans, a torch is a piece of wood with the end lit on fire for light.What Brits are referring to when they use the wordtorchis aflashlight (AmE), a small, battery-run electric lamp.

    10.’t and don’t need to

    Ah, the English contraction. Many English learners don’t particularly love learning these, but they are an essential and everyday part of the language. ’t, however, is one that I don’t think I’ve ever heard another American say.

    In the U.K., this contraction is fairly common. ’t, when separated, becomes need not.

    British English: “You needn’t come until Tuesday night.”

    Americans would say the relatively simpler don’t need to.

    American English: “You don’t need to come until Tuesday night.”

    Don’t be fooled into thinking British English has necessarily more difficult contractions than the U.S., though. Just come to the American South and prepare to hear famous (or infamous) contractions like y’all (you all) and ain’t (am not, is not, are not)!

    Conclusion

    There are hundreds of differences between British and American dialects, we’re only scratching the surface here.Some of these make more sense than others, but luckily, both Brits and Americans can usually understand the meaning of any English word through context.

    Some people would even say that Brits speak English while Americans speak American.Although each dialect from across the pond seems very different, they have far more similarities than differences.

  • A group of students sat together in a library around a laptop smiling

    Forgetting to remember – What active recall is all about

    By Heath Pulliam
    Reading time: 5 minutes

    Heath Pulliam is an independent education writer with a focus on the language learning space. He’s taught English in South Korea and various subjects in the United States to a variety of ages. He’s also a language learning enthusiast and studies Spanish in his free time.

    Almost everyone has studied for a test at some point in their life. Have you ever studied a lot for a test and still not received a great grade? Probably so. This is because not all study methods are created equal. Just because you’ve ‘studied’ doesn’t necessarily mean that the material has stuck in your brain.

    Some common study methods don’t do as much as you might think. One technique, however, stands out for its efficiency and effectiveness. It’s called active recall, and it’s regarded by many as the best way to study.

    What is active recall?

    In short, active recall is the process of pulling information from your brain without prompts. The idea is that when you force yourself to remember something, you memorize it much faster than you would by only reading material or passively studying.

    When you’re taking a test and you’re not sure about an answer, you search your brain for the answer; that’s active recall. The action of trying to remember is what essentially crystallizes the information in your head for the long term. Multiple study methods use active recall or the action of searching your brain for an answer.

    Active recall forces you to pull information from your mind. It’s not just for doing well on tests but also for long-term retention.

    Active recall is praised for its effectiveness, but it is also mentally taxing. Attempting to recall things that are not in the front of your mind is tiring, which is part of why some opt out of using it.

    Dr. Cal Newport, author of Deep Work, says:

    “It’s almost like you have a pseudo-photographic memory when you study this way.”

    Passive and active study

    Most people are taught to study, but less about how to study. People end up using passive study techniques, like rereading material or rewatching lectures. Although not particularly effective, studies show that reading and rereading notes remains university students’ most common study method. (Dunlosky, 2013).

    These methods might feel like effective studying but aren’t really helping much. Yes, passive study methods such as reading, highlighting, or watching can help, but can also give you a false sense of understanding.

    With these methods, when the time comes to retrieve the information, you struggle to recall it because it is not in your long-term memory.

    The first step to becoming excellent at studying is understanding how important active study methods are, such as flashcards, practice testing, or practice teaching – all methods that use active recall.

    Spaced repetition

    If you’re researching study methods, you’ve probably encountered the term spaced repetition. This technique can be incorporated into active recall study methods, primarily flashcards.

    Spaced repetition involves reviewing information at increasingly longer intervals in order to improve long-term memory. You are using this technique when you learn something, so review it a day later, then a week later and then a month later. It helps fight your brain’s natural process of forgetting things.

    Combining spaced repetition with active recall is always a recipe for successful study.

    So, what methods can you use to employ active recall in your study sessions?

    Summarize what you know

    The simplest way to practice active recall is to try to remember the material actively. To do this, read or reread some material, then take some time away—take a walk, snack break, or whatever you like to do to take a break.

    During this break, try to replicate in your mind as much about the topic from scratch as if you had to teach about it. Don’t be discouraged if you have trouble remembering; part of the learning process is forgetting material and then remembering it.

    When using this for language acquisition, make up relevant sentences and translate them into your target language. What type of vocabulary were you learning? What grammatical structures were new to you?

    Take a mental note of which elements you were able to remember and which ones gave you trouble.

    When finished, go back to the material and review. Were you able to remember things? Whether you could or not, you’ve helped yourself. Your attempt to remember is you practicing active recall.

    When you do successfully remember something, you’ll realize that it is locked in your long-term memory. This method is as simple as it is productive.

    Teach a friend

    Similar to mental summarizing, after studying, find a friend and do your best to explain the topic to them. Language learning could involve explaining how a new grammar pattern works in your target language or taking sentences and phrases and translating them to a friend.

    As a teacher, your best lessons are the ones where you know the material inside and out. If you can effectively explain and teach someone about your target language, you are that much closer to mastering the information yourself.

    Flashcards

    Flashcards, especially when combined with spaced repetition, are the king of study methods for language acquisition.

    Between all that they can be used for, they are especially good for language learning, no matter what part of the language you’re studying. This is one of the best ways to learn sentence structure that does not mirror your native tongue, conjugations for speedy use and general vocabulary.

    I have found that using a spaced repetition-based flashcard program is the best way to study a language. This way, you don’t have to schedule a bunch of paper flashcards manually.

    Among the most popular programs for language learners is Anki. Anki is a spaced repetition flashcard program. With it, you create your cards and the program schedules them at increasingly longer intervals. It is also used widely among students studying for large tests, like medical and law exams.

    To make the best flashcards, make them yourself. Downloading a big set of flashcards for your target language is tempting but not particularly helpful. Instead, after each study session, make a few flashcards yourself covering the new vocabulary/grammar you’ve just learned about.

    One more thing: do not use multiple-choice answers for your cards. Active recall happens when you produce information without prompts or assistance.

    Personally, I use flashcards every day to learn Spanish through . This program has a learning curve, but the payoff makes it worth it.

    Test yourself

    The goal of studying for a test is to be able to answer questions about a topic or, even better, know the material for real-world application. As stated earlier, active recall happens during testing, so why not use this form of active recall before testing?

    Use your materials to make a mock exam in this method, then take it. Through actively remembering to answer each question, the ones you get right will stick in your brain. Review the questions that you dzܱ’t remember and retake the test focusing on them.

    While not particularly complicated, these tips and methods’ effectiveness comes from their use of active recall. As you forget information and pull it from the depths of your memory, you solidify it for yourself.

    Forgetting plays an important role in learning something for long-term memory.

    Now, get to studying; how are you going to use the power of active recall in your routine?

    References

    Dunlosky, J. "Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology." Association for Psychological Science, 2013, 1-6