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Understanding Dyslexia in the K–12 Classroom: A Practical Guide for School Practitioners

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Key takeaways for school practitioners:

  • ​​​Up to 1 in 5 children is affected by dyslexia, making it the most common of all learning disorders.1

  • Dyslexia is primarily neurobiological, meaning it stems from differences in the structure and function of the brain, particularly in regions involved in reading and language processing.2

  • The most common signs of dyslexia include difficulty in sounding out letters, recognizing words, and struggles with reading fluency.1 

  • Children do not grow out of dyslexia, so early intervention is key to helping them thrive.1

What is dyslexia?

Dyslexia is a learning disorder that affects word reading, spelling and/or decoding. It is primarily neurobiological, which means that the condition stems from differences in the structure and function of the brain, particularly in regions involved in processing reading and language.  

Rather than a reflection of their intelligence, dyslexia represents difficulty with word-level reading, reading fluency, and spelling. Since children do not grow out of it, early intervention is key to helping them thrive.1 

How prevalent is dyslexia in U.S. schools?

Dyslexia is the most common of all learning disorders, affecting up to one in five children. It is prevalent among boys and girls equally,1 and it tends to run in families, with genetics explaining 40 to 70% of the variation in who has dyslexia and who does not.2

What are the key traits of a student with dyslexia?

While dyslexia can range in severity, the most common signs relate to reading. These can include difficulty in sounding out letters and recognizing words. Students might also have challenges following directions or have trouble taking notes and copying words from the board. Most notably, students with dyslexia struggle with reading fluency, making it difficult for them to read out loud.3

Students with dyslexia may also present numerous strengths, such as fluid reasoning and problem-solving; strong oral language skills, including listening, speaking, oral vocabulary and grammar; creative thinking; and an aptitude for math. 2

A common way to identify a student who might have dyslexia is through observing them in the preschool environment and into kindergarten, and taking note of their letter recognition, storytelling, and overall engagement with sounds and letters. These critical observations can lead to important early action, including proactive screening, combined with high-quality, evidence-based interventions. 

Identifying and providing supports is critical. Individuals with dyslexia frequently report feeling self-conscious, which can lead to anxiety, shame, frustration, and even depression, especially since these children are sometimes misclassified as putting forth less effort.4

How can educators create a classroom that supports students with dyslexia?

Effective school-based supports for dyslexia help build critical language skills as well as self-confidence. As a practical bonus, these supports also benefit all students. Some support options to consider include1, 5:

  • Repeated readings of text in small group, paired or one-on-one options 

  • Mini lessons where students can “unpack” challenging words by sound

  • Opportunities to read many different types of texts, focusing on decodability, as well as topics that interest the student(s)

  • Multiple exposures of common words to boost familiarity

  • Options for listening to audiobooks or typing instead of writing

  • A quiet space to work

  • A focus on celebrating small wins and accomplishments, with encouragement that recognizes strengths and hard work

What resources can help support students with dyslexia?

Wondering how you can better support students with dyslexia? Here are some resources to consult:

  • Your state department of education’s dyslexia website, for state-based resources and learning opportunities 

  • The Reading League, a national advocacy organization for evidence-based reading instruction

Universal screening for dyslexia is also a powerful tool. By screening all students in a specific grade or age, you can quickly and easily identify students at risk for dyslexia, opening the door to early intervention that can lead to better outcomes.  

Screeners or comprehensive assessments to consult include the Shaywitz DyslexiaScreen, a reliable, valid and user-friendly screener for individuals who may be at risk for dyslexia, and The Dyslexia Probability Calculator (delivered using aimswebPlus), which helps quantify and aggregate the strength of a student’s risk for dyslexia, including considering family history, if available. The Pearson Digital Assessment Library offers unlimited access to numerous other assessments in an intuitive digital format.

For more information on dyslexia and Pearson’s Dyslexia Toolkit, visit the Pearson Dyslexia Resources page

Sources:

  1. https://childmind.org/article/understanding-dyslexia/
  2. https://www.pearsonassessments.com/content/dam/school/global/clinical/us/assets/shaywitz/dyslexia-toolkit-white-paper.pdf
  3. https://newsinhealth.nih.gov/2024/02/decoding-dyslexia
  4. https://dyslexiahelp.umich.edu/parents/living-with-dyslexia/home/social-emotional-challenges/what-does-dyslexic-person-feel/  
  5. https://www.aft.org/ae/fall2023/vaughn_fletcher