Dyslexia is a specific learning difficulty affecting reading speed, spelling, and written language processing. It is one of the most common learning differences in UK schools, affecting around 10 per cent of the population. At secondary school, unsupported dyslexia can compound across subjects — but with the right provision, dyslexic pupils thrive.
What are the signs of dyslexia at secondary school?
Many pupils with dyslexia have already been identified at primary school, but some reach secondary school without a formal identification — particularly those who have developed strong coping strategies or whose difficulties are masked by high general intelligence. Signs that may indicate unidentified dyslexia at secondary school include:
- Reading that is significantly slower than peers, even for familiar material
- Persistent spelling difficulties that do not improve with practice in the usual way
- Written work that is far below the quality of verbal discussion — a pupil who speaks articulately but produces very limited written work
- Difficulty copying from the board accurately, or losing place when reading aloud
- Unexplained exhaustion after sustained reading or writing tasks
- Very slow note-taking that leads to incomplete records in lessons
If you recognise several of these in your child, the first step is to speak to the school's Special Educational Needs Co-ordinator (SENCO).
How do schools identify dyslexia?
Schools use a combination of teacher observation, screening tools, and formal assessments to identify dyslexia. Common screening tools used in secondary schools include the Lucid Rapid screening test and the Dyslexia Screener, which generate a profile highlighting areas of strength and difficulty. These are not diagnostic — a screening that suggests dyslexia should lead to further investigation.
A formal assessment for dyslexia must be carried out by a qualified assessor: either a specialist teacher who holds the APC (Assessment Practising Certificate) in specific learning difficulties (SpLD), or an educational psychologist (EP). The assessment looks at:
| Assessment area | What it measures |
|---|---|
| Phonological processing | Ability to hear and manipulate sounds within words |
| Reading accuracy and speed | How accurately and quickly text is read aloud |
| Spelling | Accuracy in spelling real and nonsense words |
| Working memory | Short-term memory for verbal information |
| Processing speed | How quickly the brain processes written information |
The resulting report provides a profile of the pupil's cognitive profile and includes recommendations for support. This report is the primary document used to apply for exam access arrangements.
What classroom support should a dyslexic pupil receive?
Under the SEND Code of Practice, schools must make reasonable adjustments for pupils with identified learning difficulties. The SENCo co-ordinates provision, which typically involves informing subject teachers of the pupil's needs and implementing strategies across all departments. Effective classroom support for dyslexic pupils includes:
- Providing printed notes or presentations so the pupil does not need to copy from the board
- Giving extra time on written tasks within the lesson where possible
- Allowing the use of a laptop or tablet for writing, which removes the motor and spelling barrier and lets the pupil focus on content
- Using coloured overlays or paper if the pupil finds white paper visually tiring (some dyslexic pupils experience visual stress)
- Reading key texts aloud or providing audio versions of longer passages
- Breaking written instructions into shorter steps rather than presenting a long paragraph of requirements
Subject teachers should receive a one-page profile summarising the pupil's profile and the specific adjustments needed. If this is not happening consistently across subjects, parents should raise it with the SENCO.
What exam access arrangements are available?
Exam access arrangements (EAAs) are adjustments made to examination conditions to give dyslexic pupils a fair chance to demonstrate what they know. The Joint Council for Qualifications (JCQ) sets the criteria. Common arrangements include:
- Extra time — typically 25 per cent additional time in all exams; sometimes 50 per cent for severe difficulties
- Word processor — using a laptop to type answers instead of writing by hand
- Reader — a human reader who reads questions aloud, or a text-to-speech computer reader
- Scribe — someone who writes the pupil's dictated answers
- Prompt — an adult who reminds the pupil to stay on task or re-read questions
To apply for access arrangements, the school must hold evidence (typically the SpLD or EP assessment report) showing the pupil's difficulties meet JCQ's thresholds. Applications are made through the school, not directly by parents. Schools should begin this process in Year 9 so that arrangements are in place for all GCSE examinations from Year 10 onwards.
How can parents support a dyslexic child at home?
Parents play a crucial role in building the strategies and confidence that help dyslexic pupils succeed. Practical approaches include:
- Using audiobooks and text-to-speech tools to ensure access to reading material without the barrier of slow decoding
- Colour-coding notes and revision materials by subject or topic — visual organisation compensates for the linear text processing that dyslexic pupils find effortful
- Breaking revision tasks into very short sessions — 15 to 20 minutes with a break is more effective for many dyslexic learners than a two-hour block
- Practising spelling using multi-sensory methods — tracing words in sand, saying them aloud while writing, using magnetic letters — rather than only written drills
- Celebrating effort and strategies rather than only results, which builds the resilience that dyslexic pupils often need in abundance
Frequently asked questions
Does my child need a formal dyslexia diagnosis for support at school?
No. Schools must make reasonable adjustments based on observed need, not only on formal diagnosis. A pupil who is clearly struggling with reading and writing should receive support whether or not they have a formal assessment. However, a formal SpLD or EP assessment is needed to apply for exam access arrangements (such as extra time in GCSEs) and to support an EHCP application if the difficulties are severe.
How do I ask the school for a dyslexia assessment?
Make a written request to the SENCO. Explain what you have observed at home and ask whether a screening assessment has been carried out. If the school's screening tool suggests dyslexia, ask what the next steps are. If you are not satisfied with the school's response or the waiting time for a formal assessment is very long, you can commission a private SpLD assessment through an assessor listed on the BDA's website or the SASC register.
Will dyslexia affect my child's GCSE results?
With appropriate support and access arrangements in place, many dyslexic pupils achieve excellent GCSE grades. The adjustments — particularly extra time and the use of a word processor — significantly reduce the disadvantage that dyslexia creates in timed, written examinations. The most important factor is that the support is in place early, consistently applied across all subjects, and that the pupil has access to strategies that work for their particular profile.
Is there a link between dyslexia and low intelligence?
No. Dyslexia is unrelated to intelligence — it is a difference in how the brain processes phonological information, not a measure of cognitive ability. Many dyslexic pupils have above-average verbal reasoning and creativity. The mismatch between a pupil's intellectual ability and their written output is often one of the frustrations that goes unrecognised without identification and support.
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