Dyslexia in the Classroom

What is Dyslexia?

The condition is a type of learning disability that occurs in the brain. It mainly affects an individual's ability to read. Those who have it generally read at a lower level than the average person, but they have no drop in intelligence level. 

Dyslexia is a type of learning disability that alters the way the brain processes written material, causing reading, writing and/or spelling to be a challenge. Dyslexia varies from person to person. Most dyslexic students have average to above average intelligence and a reading level significantly low for their age.
The treatment of dyslexia is more successful at lower grades than at the middle or high school level. Left untreated, the dyslexic child becomes more and more frustrated, loses self-esteem, dislikes reading, and may act out due to his frustrations. Thus, it's important to diagnose and treat dyslexia as early as possible.
A child suspected to have dyslexia needs to be referred to the Committee on Special Education (CSE) for an evaluation . If the child's reading, writing, and/or spelling is significantly below grade level and his IQ is average or above for his age, he will most likely qualify to be classified as "Learning Disabled". The CSE will need to develop an Individualized Educational Plan (IEP) to address the student's needs. The following guidelines should be considered:
- On the child's desk or inside of his locker, tape a daily checklist of what he needs to take to each class
- Provide an outline of your lesson plans in bullet form
- Information for parents should be given to the child in writing, not verbally (i.e. no swimming tomorrow due to a broken heater)
- Provide an index card containing math terms, definitions and samples
- Have the child verbally explain his approach to answering a math word problem
- Check to see that the child has written down the homework requirements correctly
- Provide copies of student notes. Encourage the child to highlight key points as you go over the notes.
- Encourage good study skills and organizational skills
- Break down large tasks into smaller steps
- Allow the use of spell check for assignments that don't measure spelling
- Utilize fun games that teach spelling rules
- When writing on the whiteboard, leave information up long enough to make sure the child has the opportunity to copy it
- In lieu of a written report, provide hands-on options
- For younger students, check binders and folders for neatness and organization
- Type your teacher worksheets, rather than handwriting them.



The emphasis on literacy and education is ever on the increase, and greater numbers of children as well as adults need help to learn to read, write, spell, and master the rules of grammar, in order to express themselves on paper. Children with dyslexia in the classroom, who find it particularly difficult to acquire literacy skills, are often at a great disadvantage.

Children with dyslexia in the classroom, who may often be the target of ridicule and abuse by their peers, may suffer anguish and trauma because of their difficulties.

However, this can be remedied by integrating the children with dyslexia in the classroom into the learning environment, so that the child may not only feel comfortable but also be helped to develop self esteem and confidence.
It is vital for class teachers, in particular, to understand the problems of children with dyslexia in the classroom, and misunderstanding of the child’s behavior should be avoided. It is important to understand that a dyslexic child often has poor short term auditory memory that makes it difficult for him to retain instructions and inputs from the teacher.
In an encouraging and positive environment, even a dyslexic child may be helped to enjoy feelings of self worth and success.
Given below are some useful suggestions which teachers can follow while teaching children with dyslexia in the classroom.
Helpful steps to follow in the classroom:
Let the dyslexic child not sit near noisy or distracting children, or at the back of the classroom. A child with dyslexia in the classroom may find it difficult to concentrate if he/she is disturbed by constant fidgeting, talking or interruptions.
As it is already tough for the child with dyslexia in the classroom to concentrate on his work, no time constraints should be put on him as this only adds to his pressure.
When grading a child with dyslexia in the classroom, he/she should not be marked down when the mistakes are not directly connected to the work. For instance, if the student is working on punctuations, there is no need to put a red pen on spelling errors or poor handwriting. Let the child concentrate on one job at a time.
Giving homework
Dyslexic children have to work much harder than other children all day in school, so they shouldn’t be burdened with too much heavy homework, as he may already have unfinished assignments from the day’s work.
If the lessons are broken down into smaller units, it will be easier for the dyslexic child to grasp. All lessons should be introduced sequentially.
It is a very good idea to allow dyslexic students to use any technology that may be at their disposal, like word processors, calculators, or he/she may even tape record the lectures in class to listen at his own pace later.
Ensure that the children with dyslexia in the classroom are able to communicate freely. They can be asked if the methods to help them are working for them or not; they can also be asked what they think will work for them.