Katie Nelson on rethinking dyslexia intervention in the classroom.
Are we providing the right support, or are we relying on a narrow approach that fails to capture the full picture of dyslexia? Dyslexia intervention must go beyond phonics to address the cognitive and emotional needs of learners. By incorporating comprehensive screening and targeted strategies, educators can create more inclusive classrooms where dyslexic students are empowered to succeed. It’s time to rethink intervention, not just for the sake of better literacy outcomes, but for the long-term success and confidence of every dyslexic learner in our classrooms.
For many years, phonics has been regarded as the cornerstone of literacy instruction, particularly for struggling readers. While systematic phonics instruction is crucial, it is not a one-size-fits-all solution, especially for learners with dyslexia. The assumption that phonics alone will bridge the literacy gap often leads to frustration for both teachers and students.
Phonics provides a foundation for decoding, but many dyslexic learners struggle with fluency, automaticity, and comprehension, making it essential to address these broader cognitive challenges. Difficulties with orthographic processing mean that students may struggle to recognise and recall word patterns, impacting both reading fluency and spelling accuracy. When interventions focus solely on phonics, they risk neglecting key aspects of literacy development, ultimately leaving gaps in students’ learning.
Many schools rely on basic reading assessments that don’t capture the full profile of a dyslexic learner. Comprehensive screening should assess phonological awareness, rapid automatised naming (RAN), working memory, processing speed, and orthographic processing. Additionally, effective screening should include the self-voice of the pupil, allowing students to express their own experiences, challenges, and learning preferences. Recognising the emotional repercussions of dyslexia, such as anxiety, low self-esteem and learned helplessness, is equally important. Addressing these emotional factors in the assessment process ensures that interventions are not only academically effective but also supportive of the student’s well-being and confidence. Teachers play a vital role in shaping dyslexia-friendly classrooms. This requires a shift in mindset, from seeing dyslexia as simply a phonics deficit to understanding it as a multifaceted learning difference that requires a broader approach. Professional development in dyslexia awareness and intervention can help teachers feel confident that they are equipped with the knowledge and strategies needed to support all learners who struggle with aspects of literacy. A more effective, targeted dyslexia intervention model should include:
Multisensory structured literacy (MSL)
Engaging multiple senses (combining the visual, auditory and kinaesthetic elements of a learning task) and promoting metacognitive skills (thinking about your own thinking) have both been found to improve retention and recall.
Working Memory Strategies
Techniques such as chunking, visualisation, and metacognitive skills can support retention and application of learning.
Fluency training
Decoding skills will need to be supplemented by other essential literacy skills such as fluency-building (exercises for high frequency words), assisted reading (to be able to access appropriate texts) and repeated exposure (over-learning at the pupil’s own pace).
Assistive technology
Tools such as text-to-speech software, speech-to-text applications, and audiobooks empower dyslexic learners by reducing the cognitive load of reading and writing tasks and enabling them to independently access and produce age-appropriate texts.
Self-advocacy and confidence building
Teaching students about their learning profile enables them to develop strategies that work for them and fosters resilience.