Dyslexia makes some aspects of school harder — but it does not limit how much you can learn or achieve. The most successful students with dyslexia have usually found the study approaches that work with their strengths rather than against them. This guide explains those approaches clearly, so you can put them into practice straight away.
What does dyslexia actually affect in a school setting?
Dyslexia is a difference in the way the brain processes language — specifically reading, spelling, and written expression. It is not a measure of intelligence. Many people with dyslexia have strong verbal reasoning, creative thinking, and problem-solving skills.
In a school context, dyslexia can make these things harder:
- Reading at speed or fluency, especially dense text
- Spelling and written accuracy under pressure
- Holding and manipulating sequences in working memory (useful for times tables, word order, and step-by-step processes)
- Processing long written instructions quickly
Understanding specifically which of these affects you most helps you choose the right strategies.
How does note-taking work best for students with dyslexia?
Standard linear notes — dense paragraphs written as a teacher speaks — are among the hardest note formats for many dyslexic students. Better alternatives include:
- Mind maps and spider diagrams: Visual layouts that capture ideas spatially rather than linearly. Many students with dyslexia find they retain information far better when it is arranged this way.
- Bullet points and short chunks: Short phrases rather than full sentences reduce the cognitive load of writing and re-reading.
- Colour coding: Using different colours for different topics or categories helps visual organisation and recall.
- Recording lessons: Where allowed, a voice recorder or phone app can capture explanations so you can replay them at your own pace without the pressure of writing at speed.
- Typed notes: For students whose typing is faster and more accurate than handwriting, typing notes on a laptop or tablet (where the school permits) reduces spelling anxiety during lessons.
Ask your school's SENCO (Special Educational Needs Co-ordinator) about what support and adjustments are available to you.
Which revision techniques suit dyslexic learners best?
Some of the most evidence-backed revision techniques also happen to be well-suited to dyslexia because they bypass extended reading:
| Technique | Why it works for dyslexia |
|---|---|
| Audio recordings | Re-listen to material rather than re-reading — much lower decoding demand |
| Verbal self-testing | Saying answers aloud removes the barrier of reading and writing |
| Flashcards with images | Dual coding (picture + word) strengthens memory without relying on text alone |
| Teaching someone else | Explaining a concept verbally cements understanding and does not require reading |
| Video resources | BBC Bitesize and similar sites offer video explanations that supplement text-heavy revision |
Retrieval practice — the act of trying to recall information without looking at your notes — is strongly supported by the Education Endowment Foundation. For students with dyslexia, verbal retrieval (saying it aloud) is often more accessible than written retrieval.
How can technology support studying with dyslexia?
Several tools are genuinely helpful:
- Text-to-speech software: Most devices have built-in options (e.g. Narrator on Windows, VoiceOver on Mac/iOS, Google's Read Aloud in Chrome). Listening to text while following along reduces reading demand significantly.
- Speech-to-text: Dictating rather than typing can produce much more fluent written output for students who find writing laborious.
- Spell-checkers and grammar tools: These exist to be used — they reduce the cognitive cost of monitoring spelling so you can focus on content.
- Coloured overlays or screen tints: Some students with dyslexia find specific background colours easier to read on. Many e-readers and apps allow this to be adjusted.
In formal exams, students with a dyslexia diagnosis may be eligible for extra time, a reader, or a scribe. This is arranged through your school's exams officer and requires assessment — ask your SENCO well in advance of exam season.
How do I manage reading-heavy subjects?
English, history, and geography often require significant amounts of reading. Strategies that help:
- Read actively, not passively. Read with a specific question in mind: "What is this paragraph's main point?" This gives your brain a purpose and reduces the effort of processing every word.
- Break reading into short chunks. A 10-page chapter is more manageable in four reading sessions of 2–3 pages each than as one unbroken block.
- Use audio versions where available. Many set texts have audio book versions. Listening while following the text is an effective combination.
- Annotate as you go. Write the main idea of each paragraph in the margin in your own words. This forces active engagement and creates a summary without needing to re-read.
What should I know about exam access arrangements?
If you have a formal dyslexia diagnosis or assessment, your school should apply for access arrangements — provisions that level the playing field in formal exams. Common provisions include:
- 25% extra time (the most commonly awarded)
- Use of a reader (someone reads the questions to you)
- Use of a scribe (someone writes your answers)
- Use of a word processor
These are not advantages — they compensate for processing differences that would otherwise disadvantage you. Apply early (your school's SENCO manages this), and practise under the conditions of your access arrangement before the actual exam so they feel normal.
Frequently asked questions
Does dyslexia mean I will always struggle at school?
No. Many students with dyslexia achieve excellent GCSE and A-level results. The key is finding the approaches that suit how your brain works rather than pushing harder at methods designed for neurotypical learners. The right strategies and support make an enormous difference.
Is it worth getting a formal dyslexia assessment if I haven't had one?
Yes, if you are struggling with reading and writing in ways that feel out of proportion to your general ability. A formal assessment provides a diagnosis that entitles you to school support and exam access arrangements, both of which can significantly affect your academic experience and results. Speak to your SENCO or GP as a starting point.
What do I do if teachers don't seem to understand my needs?
Your SENCO is your first point of contact. A good SENCO will communicate your needs to subject teachers, advocate for adjustments, and ensure your access arrangements are in place. If this is not happening, speaking to a parent or carer and asking them to raise it with the school is the appropriate next step.
Can dyslexia affect maths?
Dyslexia itself primarily affects language processing, but a related difference called dyscalculia can affect number processing. Some students have both. Word problems in maths — where the language barrier adds to the mathematical challenge — are a common difficulty for dyslexic students. Your maths teacher and SENCO can advise on specific support.
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