Dyslexia strategies for classroom teachers

What helps students with dyslexia most in class?

Explicit, systematic teaching of how words work, plus fair access to everything else. Students with dyslexia need clear lessons in sounds, spelling patterns, syllables and word parts, with lots of practice and review. They also need ways to learn science, history and literature that don't depend on reading speed.

• Teach phonics and spelling patterns directly, in a planned order.
• Give extra practice and review, not just more pages.
• Provide audio or read-aloud access to grade-level texts.
• Separate grading of ideas from spelling and handwriting.
• Check progress often and share it with the student.

How should you handle reading aloud in class?

Never make a student with dyslexia read aloud cold in front of peers. Round-robin reading puts struggling readers on public display and teaches the class very little. Use choral reading, partner reading, or let students volunteer. If a student wants to read aloud, let them preview the passage first.

How can you give access to grade-level content?

Separate learning the content from decoding the text. Read key passages aloud, offer audiobooks and text-to-speech, preteach important vocabulary, and use visuals and discussion. A student with dyslexia can think at grade level when the words reach them by ear.

How should you support writing and spelling?

Let students show their thinking without spelling getting in the way. Allow speech-to-text for drafts, provide word banks for topic vocabulary, and grade spelling only on tasks meant to test spelling. Teach spelling as patterns, linked to what students are learning in phonics.

Give extra time for written work, and accept shorter pieces that still show the skill. One strong paragraph shows understanding as well as three weak ones.

What testing supports are fair?

• Extra time, often time and a half.
• Reading test questions aloud, unless the test measures reading.
• A quiet setting with fewer distractions.
• Oral answers or speech-to-text for written responses.
• Clear, uncluttered test pages with plenty of white space.

Check the student's IEP or 504 plan and use every listed accommodation in daily work, not just on big tests. Students need practice with their supports.

What should you say to a student who feels stupid?

Then show the progress graph, because concrete evidence of growth does more for a student's confidence than any general reassurance.

When should you raise a concern?

As soon as you see a pattern: a bright student who reads far below their thinking level, guesses at words, avoids reading or spells very poorly. Check screening data and share your observations with your reading specialist or intervention team. Tell the family early, with specifics.

Remember that only a qualified evaluator can identify dyslexia. Your role is to notice, document, teach well, and help the family and team take the next step.

How do you work with the intervention teacher?

Ask what patterns the student is working on in intervention this week, and give the student chances to use them in class. If the group is learning vowel teams, point them out in a science text or a spelling list. A five-minute check-in every couple of weeks keeps both teachers aiming at the same skills.

Share what you see in class too. The intervention teacher sees the student in a small, structured group; you see how skills hold up with grade-level text, a full class and time pressure. Both views matter when the team reviews progress.

Which small routines help every day?

• Post directions in writing and say them aloud.
• Give a heads-up before asking a student to read or answer aloud.
• Keep a word bank of key terms on the board for each unit.
• Allow a quick break after long reading or writing tasks.
• Seat the student where they can see and hear you well.

None of these costs much time, and most help other students in the room as well.