In this post, I will explore dyslexic students’ challenges in the language classroom and share practical, evidence-based strategies and tools to support them.
A brief intro to dyslexia
According to the International Dyslexia Association,
“Dyslexia is a specific learning disability that is neurobiological in origin. It is characterised by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary and background knowledge.”
Dyslexia affects reading, spelling and writing and ranges from mild to severe.
I think you’ll find this video very interesting. It provides an insight into a comprehensive dyslexia evaluation conducted by a psychologist on a primary school student (20 min).
Common Challenges in High School Students with Dyslexia
-
Linking sounds to letters (Phonological Skills)
This issue makes it difficult to decode new words, learn spelling rules and grasp pronunciation, especially in languages with irregular spelling, such as English or French.
“Fortunately for Italian teachers, Italian is one of the most dyslexia-friendly languages.”
Phonetic languages like Italian and Spanish are more accessible because of their straightforward spelling system, where words are pronounced how they are spelled. This consistency can help reduce confusion. However, students may still struggle with verb conjugations and memorising vocabulary.
Imagine introducing the word “buongiorno.” Most students will
- repeat the word after you,
- remember how it sounds,
- connect the sound to the written form.
Dyslexic students will forget the word sooner than their peers and will have trouble linking its sound (phonemes) to its letters (graphemes).
Strategies
- Use multisensory learning, i.e., audio, video, hands-on activities, and printed material to help students make connections. For example, instead of just reading vocabulary, have students listen to the words, say them out loud and trace them in the air, ask them to “write” them in their head,
- Allow alternatives to hand-written formats for tasks and assessments, such as typing, speech-to-text, text-to-speech, audio recordings, video recordings, etc.,
- Provide word banks and word/sentence starters,
- Use friendly formatting. See here for comprehensive recommendations on fonts and formatting options,
- Present fewer items per page and leave more blank space.
2. Poor organisation and time management skills.
– Executive function issues are evident in messy workspaces, school bags, disorganised notebooks, and untidy lockers. These students often need support to find essential materials and keep track of assignments or deadlines.
– They need help to start tasks independently, especially when the task is complex or requires multiple steps. Procrastination and incomplete work are expected outcomes exacerbated by time management difficulties.
Strategies
- liaise with learning support staff to help with organisation,
- set a timer for each class task and display it on the board, but allow extra time for tasks like vocabulary quizzes or reading tasks,
- be patient and flexible with deadlines and assessments.
3. Poor comprehension and retention of information.
– Students might need to read a text a few times to understand it. This can be especially true for complex texts or abstract concepts such as grammar, as abstract language rules (like verb conjugation or sentence syntax) may feel overwhelming.
– They struggle to interpret information independently, which can impact their confidence and performance.
Strategies:
- Break down grammar into manageable chunks. Autocorrectors provide grammar and sentence structure feedback, allowing students to practice and correct mistakes in a low-pressure setting.
- Use speech-to-text tools for writing tasks. Speech-to-text software lets students focus on expressing their ideas without worrying about spelling and sentence structure.
- Use text-to-speech tools. Text-to-speech software allows one to hear the text while reading, reinforcing comprehension and making reading less stressful.
Tools: Google Docs Voice Typing.
4. Poor working memory.
Studies show that short-term memory is affected, making it harder to retain and recall new words and information (Read and Spell, 2023). This can make students feel overwhelmed and reliant on others for guidance.
This doesn’t mean they are not capable—it just means they need extra time and the proper techniques to retain content in a way that works for them. Dyslexia is not correlated to intelligence in any way. The learning potential of students with dyslexia is the same as that of other students; they just learn differently.
After receiving instructions, these students may forget the steps required for completing tasks and need constant reminders.
They quickly forget new vocabulary and struggle to retain several pieces of information, such as vocabulary, sentence structure and context simultaneously.
Short-term memory limitations become more pronounced as students progress through high school, where academic demands increase significantly with multiple subjects, assignments and deadlines.
Strategies:
- Chunk information into smaller, digestible units,
- Use visual aids (flashcards, comic strips, images, videos). Dyslexic students can better understand spoken language when paired with visual or contextual cues.
- Use subtitles. Videos with subtitles, images, or written summaries can provide the additional support they need.
- Use spaced repetition (review material over increasing intervals) to consolidate vocabulary in long-term memory (Succeed with Dyslexia, 2023).
- Explicitly link each lesson to the previous and next lesson
- Let them use cue cards for speaking tasks
- Review and recycle vocabulary and grammar constantly
- Pair them up with supportive students. Peer support and cooperative learning have been proven to reduce anxiety.
- Frequently and discreetly check on their progress.
Tools: Duolingo, Quizlet, Anki
5. Lack of motivation and work avoidance.
– When required to read, write or spell words, these students may display frustration or anxiety, especially when the tasks are overwhelming or unfamiliar.
- Being asked to read aloud without preparation can cause significant anxiety for dyslexic students, particularly when they haven’t had time to familiarise themselves with the text.
– Some students may display challenging behaviours, such as disengaging in class or verbally or physically expressing frustration.
Strategies:
- Provide reading materials before class. This helps them familiarise themselves with the text and reduces anxiety when asked to read aloud.
- Encourage them to use text-to-speech software to listen to the text before they read it aloud. Quizlet, for example, allows users to repeat words as many times as needed, making it easier for them to learn at their own pace.
- Try to integrate topics that students are passionate about into your Italian lessons. For example, if they love sports, teach Italian vocabulary related to popular sports.
Tools: Read&Write by Texthelp, Natural Reader, Microsoft Immersive Reader (for OneNote users).
Real-Life Example: A Student’s Experience
I came across a YouTube video by a dyslexic college student who shared how he successfully managed his language learning challenges (YouTube video). To reduce anxiety, he used spaced repetition with apps like Anki to retain vocabulary and preview reading materials before class. He also relied heavily on audio resources to improve comprehension and pronunciation, like listening to audio versions of reading texts. These are effective strategies that we can use with our students.
Zooming in on Dyslexia in Australia
Dyslexia affects approximately 10% of the Australian population, though the actual number could be as high as 20%, given that many individuals remain undiagnosed (Australian Dyslexia Association, 2023). Dyslexia is recognised under the Disability Discrimination Act (1992) and the Disability Standards for Education (2005). The Australian Dyslexia Association highlights the need for early identification and effective, evidence-based instruction to support students with dyslexia.
One of the main challenges in addressing dyslexia in Australia is a lack of teacher training in literacy instruction. According to the National Inquiry into the Teaching of Literacy (NITL), half of Australia’s 34 Bachelor of Education programs devote less than 5% of their curriculum to teaching reading. This gap in teacher education highlights the need for improved professional development in schools, particularly in reading and spelling instruction. Schools play a critical role in identifying and assisting students with dyslexia, and providing teachers with the necessary training can benefit all students, not just those with learning difficulties.
The ADA advocates for multi-sensory, structured and explicit teaching approaches, which have been shown to help dyslexic students and their peers.
Tools and Resources
– Anki: Spaced repetition for vocabulary retention.
– Quizlet: Multi-sensory flashcards for vocabulary and grammar.
– Read&Write by Texthelp: Text-to-speech and speech-to-text for reading and writing support.
– Duolingo: Interactive language learning with AI-driven adaptation.
– Forvo: Pronunciation help from native speakers.
– Audacity: Record and playback speech for pronunciation practice.
– Google Docs Voice Typing: Speech-to-text tool for writing tasks.
Have you implemented these strategies for supporting students with dyslexia in your foreign language classroom? What are your experiences, successes, or challenges? Please let me know if you have additional tips or resources that have worked well for you.
Are you seeking more support or have specific questions about teaching foreign languages to students with dyslexia? Join the community forum to connect with other teachers, share ideas and access additional resources.
Further readings:
– Australian Dyslexia Association. (2023). *Dyslexia in Australia*. https://dyslexiaassociation.org.au/dyslexia-in-australia
– British Dyslexia Association. (2022). *Teaching for neurodiversity: Modern foreign languages*. British Dyslexia Association. https://www.bdadyslexia.org.uk/advice/educators/teaching-for-neurodiversity/modern-foreign-languages
– Enabled Design Team. (2023). *Four features for inclusive design: Duolingo app as an example*. Medium. https://medium.com/@enabledesignteam/four-features-for-inclusive-design-using-duolingo-app-as-an-example-db3ef8c60fd0
– International Dyslexia Association. (2023). *At-risk students and the study of foreign language in school*. International Dyslexia Association. https://dyslexiaida.org/at-risk-students-and-the-study-of-foreign-language-in-school/
– Read and Spell. (2023). *Dyslexia and foreign language learning*. Read and Spell. https://www.readandspell.com/dyslexia-and-foreign-language-learning
– Succeed with Dyslexia. (2023). *Learning other languages with dyslexia*. Succeed with Dyslexia. https://www.succeedwithdyslexia.org/blog/learning-other-languages-with-dyslexia/
