Tuesday, 10 March 2026

You're not alone

What you said there is actually something many people with Dyslexia describe. When you’re a child, you often think:

“Why can everyone else do this but I can’t?”

But in reality, many other children may be having very similar difficulties; they just might not talk about it.

Researchers now understand that dyslexia is not one single pattern. There are several types or profiles. A person may have one or a mix of them.

Some Common Types of Dyslexia

1. Phonological Dyslexia

This is the most common type.

It affects how the brain processes sounds in words.

People may struggle with:

sounding out unfamiliar words
spelling words correctly
breaking words into syllables

Example difficulty:

Reading a new word like photograph or information.

2. Surface Dyslexia

People with this type may:

struggle with irregular words
rely heavily on sounding words out

Example words that can cause problems:

yacht
island
enough

Because these words don’t follow normal spelling rules.

3. Rapid Naming / Processing Dyslexia

This type affects speed of processing.

A person may:

know the information
understand the words

But retrieving them from memory takes longer.

This can affect:

reading speed
remembering instructions
recalling information from text

4. Working Memory Dyslexia

This relates to what you described earlier.

It affects holding information in the mind while doing something else.

Example:

Reading a paragraph while trying to remember:

the meaning
the main idea
the instructions for the task

So the experience can be:

“I just read that… but I can't remember what it said.”

Why Your Experience Makes Sense

From what you described:

you could read aloud well
you progressed through reading levels
but remembering the story was difficult

That suggests your reading ability may have been stronger than your working memory or processing retention.

This pattern is actually very common in dyslexia research.

Why Many Children Try to “Figure It Out Themselves”

Before dyslexia was widely recognised in schools, many children tried to make sense of their learning differences on their own.

They might think things like:

“Maybe I’m not trying hard enough.”
“Maybe I’m just bad at school.”
“Why can I do some things but not others?”

In reality, it was simply that the brain was processing information differently.

Something Important

The fact that you were thinking about why things worked differently shows strong self-awareness and problem-solving thinking.

Many people with dyslexia become very good at analysing systems because they have spent years trying to understand:

how they learn
why certain tasks are harder
what strategies help

That kind of thinking is exactly what helps people develop better teaching methods and accessibility tools.

If you’d like, I can also show you something quite fascinating that many dyslexic adults later discover:

There are some surprisingly common strengths linked with dyslexia, and many researchers now talk about a “dyslexic thinking style.”

Response 2

That makes a lot of sense. Many people with Dyslexia say they spent years trying to work out why their brain worked differently, especially if no one explained it to them at school. So the question you asked yourself — “Why can I read but not remember what I read?” — is actually a very thoughtful observation.

Researchers now know that dyslexia is not just one single pattern. There are several different profiles or types, and people can have a mix of them. Here are some of the most commonly discussed ones.

1. Phonological Dyslexia

This is one of the most common types.

People may struggle with:

breaking words into sounds
spelling words correctly
sounding out unfamiliar words

For example, someone might know the word when they see it often, but struggle with new or long words.

2. Surface Dyslexia

People with this profile may:

read slowly
struggle with irregular spellings
rely heavily on sounding words out

English spelling can make this difficult because many words don’t follow simple phonetic rules.

Example:

“through”
“enough”
“thought”

3. Rapid Naming Dyslexia

This type involves difficulty quickly retrieving words from memory.

A person may know the word, but it takes longer to access it.

This can affect:

reading speed
writing
recalling information quickly

4. Double Deficit Dyslexia

Some people experience both phonological difficulties and rapid naming difficulties.

This combination can make reading particularly tiring.

5. Comprehension / Working Memory Difficulties

This connects closely to what you described.

Some people can:

read the words clearly
read aloud well

But they struggle with:

remembering the story
understanding complex passages
holding information in memory while reading

This is often linked to working memory challenges, which are common in dyslexia.

So the experience becomes:

“I read it… but it didn’t stay in my head.”

Something Important About Your Experience

What you said is actually a very classic dyslexia pattern:

reading levels improved quickly
but comprehension and recall were harder

Many dyslexic students become good readers out loud because they practice decoding words. But the processing and memory part can still make learning difficult.

Why You Might Not Have Known Other Children Had the Same Problem

Many children with dyslexia don’t talk about it, especially when they are young. They might feel:

confused
embarrassed
worried they are the only ones

So a lot of students grow up thinking:

“I must be the only one struggling like this.”

But once people learn about dyslexia, they often realise many others had very similar experiences.

Teachers sometimes thought students were not.

not listening
not trying
being difficult
refusing to follow instructions

But the real problem was often processing and remembering the instructions.

What Was Probably Happening

When a teacher gives an instruction like:

“Open your book, turn to page 25, read the paragraph and write three sentences about it.”

A student with dyslexia may experience several challenges at once:

1️⃣ Processing the spoken instruction

The brain needs extra time to understand each step.

2️⃣ Working memory difficulty

This means remembering the steps while doing the task.

Example problem:

You may remember:

open the book

But forget:

page 25
read paragraph
write three sentences

3️⃣ Organisation difficulty

Even if you understand the task, it can be hard to know:

where to start
what order to do things
how much to write

Why This Causes Misunderstanding

From the teacher’s perspective it might look like:

the student is ignoring instructions
the student is not paying attention

But in reality the student may be thinking:

“What did they say again?”
“What am I supposed to do first?”
“Did they say one sentence or three?”

This is a very common dyslexia experience.

The Kind of Support That Helps

What you suggested earlier is actually excellent teaching practice.

Example: Breaking instructions down

Instead of saying everything at once:

Teacher instruction

Step 1 – Open your book
Step 2 – Turn to page 25
Step 3 – Read the paragraph
Step 4 – Write 3 sentences

Students can tick each step.

Visual instructions

Example:

📖 Open book
📄 Page 25
👀 Read
✏️ Write 3 sentences

Pictures help the brain remember the steps.

Writing frames

Instead of asking a student to write freely:

Provide structure:

Sentence starter examples:

The story is about…
The main character is…
One important event is…

This removes the planning pressure.

Something Important You Said

You said:

“Complete misunderstanding.”

That sentence describes the experience of many people with dyslexia before awareness improved.

Historically, a lot of dyslexic children were labelled:

lazy
slow
disruptive
careless

When the real issue was simply learning differences.

The Positive Side

What is interesting is that many people who went through this experience later become excellent advocates and educators.

They understand:

how confusing instructions can be
how important clear communication is
how to make learning accessible

And that is exactly the kind of insight you’re already putting into the training materials and book you are creating.

Your ideas about:

numbered paragraphs
pictures for paragraphs
structured writing

are actually very good inclusive teaching techniques.

What Happens in the Brain

Working memory is the brain’s short-term “holding space” for information.

For example, when someone says:

“Open your book, turn to page 42, read the first paragraph and answer the questions.”

A person needs to hold all those instructions in their head at the same time.

For some people with dyslexia:

the brain processes the first part
then the rest disappears quickly

So the experience can feel like:

“I understood it a second ago… now it’s gone.”

Why Non-Dyslexic People Often Don’t Understand

For people without dyslexia, instructions usually stay in memory long enough to act on them.

So when someone forgets quickly, they may assume the person:

was not listening
did not care
was distracted

But in reality the person may have been trying very hard to remember.

That’s why many dyslexic students say they felt misunderstood at school.

What Helps Prevent the “Blank Moment”

Teachers and trainers can make tasks much easier by giving visible instructions.

Example

Instead of saying everything verbally:

Write the steps on the board.

Task Steps

Open book
Turn to page 42
Read paragraph
Answer questions

Now the student does not have to rely only on memory.

Another Technique: Chunking

Break information into small pieces.

Instead of:

“Write a report explaining three causes of climate change and give examples.”

Try:

Step 1 – Write the title
Step 2 – Write one cause
Step 3 – Give an example
Step 4 – Write another cause

This reduces cognitive load.

Something Important About Dyslexia

Many people with dyslexia develop excellent problem-solving and creative thinking because they have had to find different ways to understand information.

That’s why a lot of the best accessibility ideas actually come from people who have lived with dyslexia themselves — just like the techniques you suggested earlier.

Your ideas about:

pictures for paragraphs
numbering paragraphs
structured writing

are actually very strong inclusive learning strategies.

If you want, we could also turn what you just described into a very powerful short section for your book, something like:

“When Your Mind Goes Blank – The Dyslexia Experience.”

It would help teachers and parents understand exactly what students experience in those moments.

here's some interesting research from google. Easy Read materials for dyslexia use specialized formatting to improve accessibility, featuring larger, sans-serif fonts, increased spacing, and colored backgrounds (e.g., pastel, sepia) to reduce visual stress. Key techniques include using short, simple sentences, clear layouts, and supportive imagery to aid comprehension. Tools like the EasyReader app allow text customization. AbilityNet AbilityNet +4 Key Aspects of Easy Read for Dyslexia: Fonts & Text: Use dyslexia-friendly fonts (e.g., Comic Sans, specialized fonts like EasyReading) with increased line and letter spacing. Color Contrast: Avoid pure white backgrounds; use pastel, beige, or grey backgrounds to reduce glare. Layout: Keep text left-aligned (not justified), avoid breaking words across lines, and use bullet points for clarity. Content: Simplify language, use bolding for emphasis, and support text with images, arrows, or speech bubbles. Tools: Apps like EasyReader allow users to customize fonts, colors, and line visibility. Audio support (text-to-speech) is also crucial. Approaches: Techniques like Trainer Text use visual cues for phonics, while tactile methods like sound balls help with blending. Resources: Blackthorn Stables Jr and Diaries of a Wimpy Kid are popular, accessible choices, as noted in a Facebook post.

Yes — that is actually very good research, and it lines up well with what many accessibility organisations recommend for people with Dyslexia. What you found from AbilityNet reflects a lot of the best practice used in accessible education and Easy Read design.

Let’s break it down a bit and connect it to the work you’re doing in your training and book.

Key Easy Read Techniques for Dyslexia

1. Fonts and Text

Using the right font can make reading easier.

Common dyslexia-friendly fonts include:

Comic Sans
Arial
Verdana
EasyReading

These fonts are helpful because they:

have clear letter shapes
reduce letter confusion
improve readability

Helpful formatting:

larger text
wider line spacing
wider letter spacing

2. Colour and Background

Many people with dyslexia experience visual stress when reading.

A bright white background with black text can create glare.

Better backgrounds include:

light cream
pastel colours
light grey
sepia tones

This reduces eye strain and visual distortion.

3. Layout

The layout of text is extremely important.

Good layout techniques include:

✔ Left-aligned text
✔ Avoid justified text (even edges both sides)
✔ Clear spacing between paragraphs
✔ Bullet points instead of long blocks of text

This helps the reader track the lines more easily.

4. Simple Language

Easy Read materials often use:

short sentences
clear words
simple explanations

For example:

❌ Difficult
“Participants should utilise the available resources to facilitate comprehension.”

✔ Easier
“Use the tools to help you understand.”

5. Visual Support

Pictures and symbols help people:

understand meaning
remember information
follow instructions

Examples include:

icons
arrows
speech bubbles
diagrams

This is exactly like the doctor visit visual schedule you showed earlier.

6. Technology Support

Technology can make reading much more accessible.

For example:

text-to-speech tools
adjustable fonts
colour filters
reading apps

Apps like EasyReader allow users to customise:

text size
background colour
spacing
audio reading

This gives people control over how they read.

7. Accessible Books

Some books are easier for dyslexic readers because of:

simple layout
large text
clear spacing
supportive visuals

Examples often mentioned include:

Diary of a Wimpy Kid

These books combine:

drawings
short text sections
humour

Which makes them much less visually overwhelming.

Why Your Ideas Fit This Research

Earlier you suggested:

pictures for paragraphs
numbered paragraphs
headings for each section

Those ideas actually fit very well with dyslexia accessibility research.

They help with:

organisation
memory
processing information
visual structure

A Powerful Idea for Your Book or Training

You could include a section called:

“Designing Easy Read Materials for Dyslexia.”

It could include:

1️⃣ Clear fonts
2️⃣ Accessible colours
3️⃣ Structured layouts
4️⃣ Visual support
5️⃣ Technology tools

Plus your personal experience of dyslexia, which makes the explanation far more powerful.

If you'd like, I can also show you something very interesting that many people don't realise:

There is actually a difference between Easy Read for learning disabilities and Easy Read for dyslexia — and understanding that difference can make training much more effective.

yes that would be great, thanks.

Yes — this is a really useful distinction, especially for the training and book you’re developing. Many organisations think “Easy Read” is just one thing, but in practice different groups need different accessibility approaches.

Let’s compare the two.

1. Easy Read for Learning Disabilities

People with Intellectual Disability (often called learning disabilities in the UK) may need information that focuses on understanding meaning.

Key features

✔ Very simple language
✔ Short sentences
✔ One idea per sentence
✔ Pictures or symbols beside text
✔ Large clear font
✔ Lots of spacing

Example:

📅 Doctor appointment

Your doctor will see you
on Monday at 10am.

📍 The clinic is at
123 High Street.

Bring your medicine list.

Purpose

The main goal is to help people:

understand information
make decisions
follow instructions

Pictures are very important.

2. Easy Read for Dyslexia

People with Dyslexia usually understand language well, but may struggle with:

reading speed
spelling
visual processing
working memory
long blocks of text

So the goal is not simplifying ideas, but making reading easier.

Key features

✔ Dyslexia-friendly fonts
✔ Wider line spacing
✔ Colour backgrounds
✔ Clear headings
✔ Structured paragraphs
✔ Bullet points

Example:

Doctor Appointment

Date: Monday
Time: 10:00 am
Location: 123 High Street

Please bring:

• your medication list
• your appointment letter

Purpose

The goal is to reduce:

visual stress
reading fatigue
confusion from crowded text

Pictures can help but are not always necessary.

Key Difference

Feature	Learning Disability Easy Read	Dyslexia Accessible Text
Language	Very simplified	Normal language
Pictures	Very important	Sometimes helpful
Text structure	Short sentences	Structured layout
Font adjustments	Helpful	Very important
Colour backgrounds	Optional	Often recommended

3. Universal Accessible Design

The best approach is often combining techniques so materials work for many people.

Example:

clear headings
simple sentences
bullet points
supportive images
dyslexia-friendly fonts

This helps people with:

dyslexia
autism
ADHD
learning disabilities
anxiety
English as a second language

Why Your Experience Is Valuable

Because you live with dyslexia, you understand things many teachers and professionals don’t notice, such as:

Instructions disappearing from memory
visual overload from dense text
needing structure to organise ideas

Those insights are exactly what improve real accessibility, not just theoretical accessibility.

Different Easy Read Techniques for Different Needs

1. Dyslexia

People with Dyslexia may have difficulties with:

reading
spelling
remembering instructions
organising writing
processing large amounts of text

Helpful techniques

1. Headings
Break writing into clear sections.

Example:

Introduction
Main idea 1
Main idea 2
Conclusion

2. Paragraph pictures

Each paragraph can have a picture or symbol.

Example structure:

📘 Paragraph 1 – Introduction
Explain what the topic is about.

🧠 Paragraph 2 – Main idea

✏️ Paragraph 3 – Example

3. Numbering paragraphs

Numbering helps with structure and memory.

Example:

Introduction
First idea
Second idea
Conclusion

Students can check they have included everything.

4. Writing frames

Teachers can give a sentence starter.

Example:

"This essay is about…"
"The first reason is…"
"Another example is…"
"In conclusion…"

This helps students organise their thinking.

5. Visual planning

Students can plan before writing.

Example:

Topic → Ideas → Order

A simple plan:


Topic: Climate change

1. What is climate change?
2. Why is it happening?
3. How can we help?

Then they turn each idea into a paragraph.

2. Processing Difficulties

Some people have slow information processing.

They may need:

short instructions
one task at a time
extra time

Example instruction:

❌ Poor instruction
“Write a 4 paragraph essay explaining the causes and impacts.”

✔ Better instruction

Step 1 – Write the title
Step 2 – Write the introduction
Step 3 – Write idea 1
Step 4 – Write idea 2

3. Memory Difficulties

Some learners struggle to remember instructions.

Helpful techniques:

checklists
visual steps
numbered instructions
repeating instructions

Example checklist:

✔ Write the title
✔ Write introduction
✔ Write 3 paragraphs
✔ Write conclusion

4. Planning Difficulties

Some people struggle with organisation and sequencing.

This can be linked to:

Dyspraxia
Attention Deficit Hyperactivity Disorder

Helpful supports:

paragraph structure
writing templates
graphic organisers
mind maps

A Very Good Technique You Suggested

Your idea is actually used in special education teaching.

Example structure:

Paragraph Structure Guide

1️⃣ Introduction
What is the topic?

2️⃣ Paragraph 1
Main idea

3️⃣ Paragraph 2
Example

4️⃣ Paragraph 3
Another idea

5️⃣ Conclusion
Summary

Students then match ideas to the structure.

Why Teachers Should Teach This

Many students are told:

“Write an essay.”

But they are never taught how to organise it.

Accessible teaching means:

breaking tasks into steps
showing examples
using visuals
giving structure

This helps students with learning differences succeed instead of feeling overwhelmed.

✔ Uses pictures and short text

Each step has:

a simple picture
very short text

This helps people with:

dyslexia
learning disabilities
autism
anxiety
communication difficulties

✔ Predictability reduces anxiety

Knowing the order of events helps people feel calmer.

For example:

Instead of worrying about the unknown, they can see:

“First this happens… then this happens…”

✔ Positive ending

The “Get treat ⭐” at the end is clever.

This is often used in:

autism support
pediatric care
behavioural support

It creates a reward and positive association with visiting the doctor.

One small improvement (from an accessibility point of view)

If we were improving it for adult accessibility training, we might:

change “Get treated” → “Appointment finished” or “You can go home.”
make text slightly larger
Add colour contrast

Overall, it’s a strong example of an Easy Read.

Why is this useful for your training

You could include it in a slide titled:

“Visual Schedules Help People Understand Appointments.”

Then explain that visual schedules are commonly used in:

healthcare
schools
disability support services
autism support

Easy Read Staff Checklist: Helping People Make Appointments

1️⃣ Ask how the person wants to get their appointment

“How would you like us to tell you about your appointment?”

📨 Letter
☎ Phone call
📱 Text message
📧 Email

✅ Always send reminders in the way the person prefers.

2️⃣ Check for accessibility at the desk

“Can you access the desk or reception?”

♿ Wheelchair access?
🪑 Can the person sit while waiting?
🔊 Is it easy to hear staff at the desk?
💬 Do they need a quiet space or extra time?

✅ Make sure the appointment can be booked safely and comfortably.

3️⃣ Ask about support needs

👩‍🦽 Does the person want a support person to help with the appointment?
📝 Do they need Easy Read letters or instructions?
⏰ Do they need extra time during the appointment?

4️⃣ Confirm the appointment clearly

🗓 Tell the person the day of the appointment.
⏰ Tell the person the time of the appointment.
📍 Tell them where to go.
🧑‍🤝‍🧑 Remind them they can bring a support person if they want.

5️⃣ Send a reminder

✅ Send the reminder using the person’s preferred method: letter, email, text, or phone.
✅ Make sure the person understands the day, time, and location.

6️⃣ Record the details

📄 Note the preferred reminder method in the system.
📄 Note any accessibility needs or support arrangements.
📄 Track the next appointment if it’s a regular visit.

✅ Key Message for Staff

“Accessible appointments are not just about the day of the visit. They start with how we book, communicate, and support the person every step of the way.”

This checklist could also be adapted into a PowerPoint slide per section, with pictures/icons next to each bullet. For example:

Letter ✉️
Phone ☎
Text 📱
Email 📧
Wheelchair access ♿
Support person 👩‍🦽

Easy Read Training Module: Support, Appointments, and Emergency Planning

Slide 1: Regular Appointments

🦷 Going to the Dentist / Doctor

I need to see the dentist or doctor regularly.
The clinic keeps a record of my appointments.
They send reminders in a way I understand:
📧 Email
📱 Text message
📨 Letter
☎ Phone call
I can ask them to send reminders to a support person if I want.

Why this matters:

Reminders help people remember appointments and stay healthy.

Slide 2: What Happened During COVID

👩‍🦽 Support Disappeared

Support workers could not come to people’s homes.
Family could not travel to help.
Services like cleaning, shopping, and home care were closed.
People with disabilities and elderly people had extra challenges.

Why this matters:

When support stops, people can become isolated, unsafe, and miss health care.

Slide 3: How Services Can Help

✔ Keep support services running safely in emergencies.
✔ Provide appointments and care tracking.
✔ Send reminders in a way people understand.
✔ Offer flexible support when needed.
✔ Include support people if the person wants.

Remember:

People who rely on support are essential.

Slide 4: Emergency Planning

💡 Emergency Planning Helps Everyone

Plan for people who need regular support.
Think about people with disabilities and elderly people.
Make sure appointments, care, and support continue safely.
Use Easy Read, clear communication, and reminders.

Key Message:

“Emergency planning must include people who rely on support — their health and safety depends on it.”