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Dyslexia-friendly English teaching

Children with dyslexia can and should learn English, whether it is their first language or a new one. What helps them most is not a special font or a coloured overlay, but structured, cumulative teaching with lots of practice. That kind of teaching also helps everyone else in the room.

For class and English teachersChecked 7 November 2026Sources: British Dyslexia Association, Dyslexia Scotland, EEF

The short version

What: A set of processing difficulties that affect learning to read and spell. Weak reading fluency and spelling are the key markers.
Best bets: Explicit, structured phonics; small steps; lots of review; talk before writing; less copying from the board.
Materials: Plain fonts at 12pt or larger, generous letter and line spacing, left-aligned text, short chunks.
Not supported: Special "dyslexia fonts" show no consistent reading advantage, and learning-style matching has no good evidence.

What dyslexia is

The British Dyslexia Association now uses a definition agreed by a 2025 expert consensus study. Dyslexia is a set of processing difficulties affecting the acquisition of reading and spelling, on a continuum from mild to severe. The most common underlying difficulty is phonological processing (hearing and working with the sounds in words), though working memory and processing speed can also play a part. It often occurs alongside other differences such as developmental language disorder, dyscalculia or ADHD. Many dyslexic people also show real strengths, for example in reasoning and visual and creative work.

Only a proper assessment can identify dyslexia, but you do not need a diagnosis to start teaching in a dyslexia-friendly way.

Why English is especially hard

The BDA points out that English is a less "transparent" language than Spanish, Italian or German: the same sound can be spelled in many ways (rain, play, cake, eight) and many common words break the rules. For dyslexic learners, that means more patterns to learn and more exceptions to remember. The BDA's advice is that dyslexic children should still be given the chance to learn languages, and that many enjoy the active, multisensory methods used in good language teaching: role play, games and songs.

Teaching that helps

Explicit and systematic. Teach one sound, spelling pattern or structure at a time, in a planned order, and check it is secure before moving on.
Cumulative review. Revisit old patterns every lesson. Short, frequent practice beats long, rare practice.
Multisensory practice. Say it, hear it, see it, write it, trace it. The goal is more practice and more links, not "kinaesthetic learning".
Speaking first. New words are heard and said many times before they are read or spelled.
Less copying. Give printed notes or a partner's copy instead of copying from the board.
Chunked instructions. One step at a time, with the steps written and numbered.
Extra time for reading and written tasks, and other ways to show understanding: talk, drawing, recording.
Mark what matters. Focus feedback on one or two target spellings rather than every error.

These map closely onto the EEF's "five-a-day" for pupils with SEND: explicit instruction, cognitive and metacognitive strategies, scaffolding, flexible grouping and using technology.

Readable worksheets and slides

Dyslexia Scotland's guidance on typed formats sums up current evidence: spacing matters more than font style. In practice:

A plain, familiar font at 12pt or larger; larger often helps.
Slightly wider letter and word spacing, and 1.5 line spacing.
Left-aligned text, never fully justified.
Short sentences, short paragraphs, clear headings.
Clean, uncluttered layouts, with headings bolder and larger than body text.
Put the key point first, then the detail.
Ask the child what works for them; preferences vary.

What the evidence does not support

Special dyslexia fonts: Dyslexia Scotland notes there is no consistent reading advantage for specialised fonts. Use one only if a particular child finds it helpful.

Learning styles: teaching a dyslexic child "as a kinaesthetic learner" is not supported by evidence. Why learning styles do not hold up.

Try it tomorrow: a multisensory spelling routine (15 minutes)

For: a small group or the whole class, any age. Pattern: "ai" as in rain. You need: mini whiteboards or paper.

Minutes	Step	What happens
0 to 2	Review	Flash three sounds learned before. Class says each sound.
2 to 5	Hear and say	Say rain, train, paint, wait. Children repeat and tap the sounds on their fingers: r-ai-n.
5 to 8	See and trace	Show "ai" in a different colour. Children trace it in the air, then on the desk, saying the sound.
8 to 12	Write	Dictate four words, one at a time. Children say, tap, write, then check against your model and tick.
12 to 15	Use it	Dictate one sentence: "I wait for the train in the rain." Repeat the same words next lesson as review.

Dyslexia-friendly classroom checklist

Tick what you already do. Ticks are not saved; print for a paper copy.

New sounds and spellings are taught explicitly, in a planned order. Every lesson includes a short review of earlier patterns. New words are spoken many times before they are read or written. Instructions are given one step at a time and also written. Children are rarely asked to copy long text from the board. Worksheets use a plain font, 12pt or more, 1.5 spacing, left-aligned. There is extra time or an alternative to writing for showing understanding. Feedback targets one or two spellings, not every error. Children are never asked to read aloud cold in front of the class. I have talked to the SENCo and family about what helps this child.

Frequently asked questions

Can children with dyslexia learn English as a foreign language?

Yes. The British Dyslexia Association says dyslexic children should have the chance to learn languages; they may need more time and structured, multisensory teaching.

What is the best font for dyslexia?

There is no single best font. A plain, familiar font at 12pt or more with generous spacing helps most; spacing matters more than style.

Do coloured overlays help dyslexia?

Some children say they prefer them. They are not a substitute for structured teaching and practice, which is where the evidence is strongest.

Do I need a diagnosis before adapting my teaching?

No. Dyslexia-friendly teaching helps many children and can start straight away while you talk to your SENCo.

What does multisensory teaching mean?

Linking sounds, letters and movements in practice: say it, see it, trace it, write it. It adds practice and memory links for all learners.

Structured English, step by step

Our free Level 1 programme builds English in small steps with constant review. Litlings shows which skills each child has secured, free for up to 40 pupils.

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Sources and further reading

What is dyslexia? (including the 2025 Delphi definition) (British Dyslexia Association)
Modern foreign languages and dyslexia (British Dyslexia Association)
Dyslexia-friendly typed formats (Dyslexia Scotland)
Special Educational Needs in Mainstream Schools (EEF guidance report)
Specific learning differences in learning, teaching and assessing additional languages (Kormos and Indrarathne, Language Teaching, Cambridge University Press, 2025)
SEND code of practice: 0 to 25 years (Department for Education)