Thursday, 19 February 2026

📘 Easy Read Tutor’s Handbook Supporting Learners with Dyslexia, Dyspraxia, Dyscalculia & Dysgraphia

1. About This Handbook

This handbook helps tutors support learners who have:

Dyslexia (reading and spelling)
Dyspraxia (movement and coordination)
Dyscalculia (maths and numbers)
Dysgraphia (writing and fine motor skills)

These are called Specific Learning Differences (SpLDs).

They affect how a person learns — not their intelligence.

2. Tutor’s Role

As a tutor, your job is to:

Teach in an accessible way
Make learning fair
Reduce barriers
Build confidence
Offer support and adjustments

Your support can change a learner’s life.

3. Understanding Each Learning Difference

Dyslexia

Affects:

Reading
Spelling
Memory
Processing speed

Learners may:

Mix up letters
Read slowly
Struggle with long text

Support by:

Using simple fonts
Breaking text into chunks
Reading instructions aloud

Dyspraxia

Affects:

Coordination
Balance
Organisation
Motor skills

Learners may:

Struggle with handwriting
Drop things
Find planning difficult

Support by:

Allowing typing
Giving extra time
Using step-by-step instructions

Dyscalculia

Affects:

Numbers
Time
Money
Sequences

Learners may:

Struggle with maths basics
Misread numbers
Find timetables confusing

Support by:

Using visual aids
Using real-life examples
Teaching slowly and clearly

Dysgraphia

Affects:

Writing
Spelling
Hand control
Written expression

Learners may:

Have messy handwriting
Tire quickly when writing
Avoid written tasks

Support by:

Allowing speech-to-text
Using laptops
Reducing writing tasks

4. Signs a Learner May Need Support

Look for learners who:

Avoid reading or writing
Take longer to finish work
Forget instructions
Struggle copying from boards
Have low confidence
Become anxious or frustrated

Do not assume laziness — they may need support.

5. Creating an Inclusive Learning Environment

Good practice includes:

Clear lesson structure
Visual timetables
Calm classrooms
Minimal distractions
Accessible handouts
Predictable routines

Consistency reduces anxiety.

6. Communication Tips

Use:

Plain English
Short sentences
Bullet points
Visual symbols
Demonstrations

Avoid:

Long verbal instructions
Rushing learners
Information overload

Always check understanding.

7. Reasonable Adjustments

Adjustments help level the playing field.

Examples:

Extra time
Breaks
Assistive technology
Recorded lessons
Coloured overlays
Large print
Alternative assessments

Adjustments are support — not unfair advantage.

8. Assistive Technology

Helpful tools include:

Speech-to-text software
Text-to-speech readers
Spellcheckers
Audiobooks
Mind-mapping apps
Calculators
Recording devices

Technology increases independence.

9. Teaching Strategies

Use multi-sensory teaching:

Visual (images, charts)
Auditory (discussion, audio)
Kinaesthetic (hands-on tasks)

Also:

Repeat key points
Chunk information
Use colour coding
Give examples
Allow practice time

10. Supporting Emotional Wellbeing

Learners may feel:

Embarrassed
Anxious
Frustrated
“Not good enough”

Support by:

Praising effort
Building strengths
Encouraging self-advocacy
Listening without judgement

Confidence improves learning.

11. Working With Support Services

You may work with:

SEN teams
Disability advisors
Educational psychologists
Support workers
Families/carers

Sharing information improves support.

12. Tutor Do’s and Don’ts

Do

✔ Be patient
✔ Be flexible
✔ Give extra time
✔ Use visuals
✔ Check understanding

Don’t

✘ Rush learners
✘ Shame mistakes
✘ Overload information
✘ Assume lack of ability
✘ Ignore support needs

13. Lesson Planning Checklist (Easy Read)

Before teaching, ask:

Is my text accessible?
Are instructions clear?
Are visuals included?
Is extra time built in?
Are adjustments ready?

Accessible planning prevents barriers.

14. Example Easy Read Lesson Structure

Welcome & recap
Learning goals (simple)
Demonstration
Guided practice
Independent task
Break
Review learning
Questions

Routine supports memory.

15. Tutor Reflection

Easy Read Workbook Dyslexia & Dyspraxia Awareness Comparing Both Conditions

Page 1 — Title

Dyslexia & Dyspraxia
Easy Read Training Workbook

This workbook helps you understand:

What Dyslexia is
What Dyspraxia is
How they are similar
How they are different
How to support learners

Page 2 — What is Dyslexia?

Dyslexia is a language learning difficulty.

It affects how people:

Read words
Spell words
Write sentences
Process information

Dyslexia is not linked to intelligence.

Many dyslexic people are bright and creative.

Page 3 — Decoding & Processing

People with dyslexia may find it hard to:

Decode words (read them)
Process information quickly
Recognise familiar words
Sound out new words

This can make reading slow and tiring.

Page 4 — Reading & Spelling Difficulties

A learner may:

Read slowly
Make spelling mistakes
Spell the same word differently
Miss letters out
Add extra letters

Example:

cause / course
there / their
where / were

Page 5 — Speech & Writing

Some learners may:

Struggle to pronounce words
Mix up similar sounding words
Find it hard to explain ideas
Write long sentences when short ones are needed
Lose track of their thoughts

Planning language can be difficult.

Page 6 — Planning Ideas

Dyslexia can affect:

Organising thoughts
Planning essays
Structuring sentences
Remembering instructions

Support like mind maps can help.

Page 7 — What is Dyspraxia?

Dyspraxia is a movement and co-ordination difficulty.

It mainly affects:

Physical movement
Motor skills
Balance
Organisation
Co-ordination

It is often a hidden disability.

Page 8 — Physical Difficulties

A learner with dyspraxia may:

Struggle to write neatly
Have poor handwriting
Drop things
Bump into objects
Find sports difficult
Struggle using tools (scissors, rulers)

Page 9 — Writing Difficulties

Both Dyslexia and Dyspraxia can affect writing.

Learners may:

Write slowly
Produce untidy work
Struggle to stay on the line
Find copying difficult
Get tired when writing

This affects school, college, and university work.

Page 10 — Mental & Planning Difficulties

Dyspraxia is physical, but it also affects:

Planning work
Organisation
Memory
Spelling
Written structure

Support like:

Mind mapping
Step-by-step plans
Visual planners

can help learners succeed.

Page 11 — Similarities

Dyslexia and Dyspraxia both can affect:

Writing
Spelling
Organisation
Planning ideas
Confidence
Education tasks

Both are lifelong conditions.

Page 12 — Differences

Dyslexia mainly affects:

Language
Reading
Spelling
Word processing

Dyspraxia mainly affects:

Movement
Co-ordination
Motor skills
Physical writing

Page 13 — Support & Success

With the right support, learners can be successful.

Support may include:

Extra time
Laptops
Mind maps
Writing support tools
Assistive technology
Patient teaching

Success is possible with understanding and adjustments.

Page 14 — Activity Page

Write or discuss:

One difficulty linked to dyslexia.
One difficulty linked to dyspraxia.
One similarity.
One support strategy.

Page 15 — Reflection

Think about:

How can you support learners better?
Do you allow extra time?
Do you use visuals?
Do you provide planning tools?

Easy Read Training Lesson Dyslexia & Dyspraxia Awareness

Tutor / Teacher Training Session

1. Lesson Title

Dyslexia & Dyspraxia Awareness Training

2. Lesson Length

60–90 minutes (flexible)

3. Learning Outcomes (Easy Read)

By the end of the lesson, staff will:

Understand what Dyslexia is
Understand what Dyspraxia is
Know common signs
Understand learning impact
Learn support strategies
Feel more confident supporting learners

4. Introduction (Trainer Script)

Say:

“Today we are learning about Dyslexia and Dyspraxia.

These are learning difficulties that affect how people learn, process information, and complete tasks.

Many learners have these conditions.

Our role is to understand them and provide the right support.”

5. What is Dyslexia? (Easy Read Teaching Section)

Dyslexia is a learning difficulty.

It mainly affects:

Reading
Spelling
Writing
Memory
Processing information

Important:

It is not linked to intelligence
Learners can be very bright
With support, they can succeed

6. Signs of Dyslexia

Some learners may:

Read slowly
Spell poorly
Mix letters (b/d, p/q)
Avoid reading aloud
Forget instructions
Struggle copying from the board

Trainer Activity:

Ask staff to name signs they have seen.

7. What is Dyspraxia?

Dyspraxia affects movement and co-ordination.

It is also called:

Developmental Co-ordination Disorder (DCD)

It affects:

Fine motor skills
Gross motor skills
Organisation
Planning
Co-ordination

8. Signs of Dyspraxia

Learners may:

Have messy handwriting
Drop things
Struggle with buttons/zips
Find PE difficult
Have poor balance
Work slowly

9. Learning Impact

Dyslexia & Dyspraxia can affect:

Reading tasks
Written work
Note taking
Organisation
Following instructions
Exam performance

They may also affect:

Confidence
Anxiety levels
Classroom participation

10. Strengths (Important Positive Section)

Many learners have strengths such as:

Creativity
Big picture thinking
Problem solving
Verbal skills
Practical learning
Determination

Trainer says:

“Always support needs — but also build on strengths.”

11. Teaching Support Strategies

Staff can help by:

Giving extra time
Using simple instructions
Breaking tasks into steps
Providing handouts
Using coloured paper
Allowing assistive technology

12. Physical Support (Dyspraxia Focus)

Helpful tools:

Pencil grips
Sloped desks
Laptops
Voice typing
Movement breaks

Referral support may include:

Occupational Therapy

13. Communication Support

Support learners by:

Speaking clearly
Checking understanding
Repeating instructions
Using visuals
Demonstrating tasks

Allow processing time before expecting answers.

14. Emotional Wellbeing

Learners may feel:

Embarrassed
Frustrated
Anxious
Tired
Low confidence

Staff should:

Praise effort
Be patient
Avoid singling learners out
Offer reassurance

15. Reasonable Adjustments

Examples:

Extra time in exams
Readers or scribes
Assistive software
Reduced copying
Alternative assessments

These adjustments create fairness.

16. Group Activity

Ask staff to discuss:

How do you support dyslexic learners now?
What works well?
What could improve?

Feedback to the group.

17. Knowledge Check Questions

What does dyslexia affect?
What does dyspraxia affect?
Name one sign of each.
Give one support strategy.
Why is emotional support important?

18. Key Message (Lesson Summary)

Dyslexia and Dyspraxia are lifelong conditions.

With the right support:

Learners can achieve
Confidence improves
Inclusion increases
Outcomes are better

Understanding creates accessible education.

19. Trainer Closing Script

Say:

“Support does not mean lowering standards.

It means removing barriers so every learner has a fair chance to succeed.”

Wednesday, 18 February 2026

EASY READ TRAINING MODULE Teaching Dyslexic Learners Coding, Decoding and Language Skills

1. Learning Goals

By the end of this module, tutors, teachers, and lecturers will understand:

What decoding means
What encoding means
Why phonological awareness matters
How print skills support reading
How words become automatic (sight words)
Why early support is important
How structured teaching helps dyslexic learners

PART 1 — IMPORTANT TERMS

Decoding (Reading)

Decoding means reading words.

It is when a learner:

Looks at letters
Matches letters to sounds
Blends sounds together
Says the word aloud

👉 Example:
c – a – t → “cat”

Dyslexia Impact

Dyslexic learners may:

Read slowly
Struggle with new words
Guess words
Get tired when reading

They need structured phonics teaching.

Encoding (Spelling)

Encoding means spelling or writing words.

It is when a learner:

Hears a word
Breaks it into sounds
Chooses letters
Writes the word

👉 Example:
“ship” → sh – i – p

Dyslexia Impact

Learners may:

Miss sounds
Spell phonetically
Reverse letters
Forget spelling rules

Spelling is often harder than reading.

PART 2 — PHONOLOGICAL AWARENESS

Phonological awareness = sound awareness.

It is the ability to hear and play with sounds in language.

This includes:

Rhyming
Clapping syllables
Hearing first sounds
Blending sounds
Breaking words apart

👉 Example:
Dog → /d/ /o/ /g/

Why It Matters

Without sound awareness:

Decoding is difficult
Encoding is difficult
Phonics teaching is harder

This skill must be taught directly.

PART 3 — PRINT CONCEPTS

Print concepts = understanding how print works.

Learners must know:

Books go left → right
Top → bottom reading
Letters form words
Words form sentences
Spaces separate words

If these are weak, reading progress slows.

PART 4 — AUTOMATIC WORD RECOGNITION

This means recognizing words instantly without sounding out.

These are called sight words.

Examples:

the
said
was
you

Repetition Matters

Different learners need different practice levels:

Learner Type	Repetitions Needed
Highly able	1–2 times
Average	4–14 times
Struggling / Dyslexic	20+ times

Dyslexic learners need much more repetition.

PART 5 — READING DEVELOPMENT

Reading is not natural like speaking.

Key Facts

Speech developed over 100,000 years
Writing is only about 5,000 years old
Print for the public is even newer

This means the brain must learn reading — it is not automatic.

PART 6 — EARLY INTERVENTION

Important research shows:

Struggling readers do not catch up alone
Support works best when early
Children can be identified in Kindergarten
Waiting makes intervention harder

If support is delayed until Grade 4:

It can take 4× longer to help
Learning gaps widen

PART 7 — READING IS A 3-PART PROCESS

Reading relies on three skill areas:

1. Word Recognition

Sounding out words
Phonics knowledge
Sight word memory

2. Language Comprehension

Understanding vocabulary
Knowing sentence meaning
Making sense of text

Built through:

Conversations
Being read to
Life experiences

3. Strategic Knowledge

Reading skills
Finding main ideas
Making predictions
Making connections

PART 8 — HOW WORD RECOGNITION DEVELOPS

Before decoding begins, learners need:

1. Phonological Awareness

Hearing sounds

2. Phonemic Awareness

Manipulating individual sounds

3. Print Knowledge

Tracking text and letters

Once these develop → phonics can begin.

PART 9 — FLUENCY DEVELOPMENT

Fluency = smooth, accurate reading.

It develops through:

Repetition
Practice
Exposure to print

Struggling readers may need 20+ exposures to master one word.

PART 10 — LANGUAGE DEVELOPMENT

Language develops from birth.

Receptive Language

Language we understand:

Listening
Reading

Expressive Language

Language we produce:

Speaking
Writing (encoding)

Dyslexic learners may have gaps between receptive and expressive skills.

PART 11 — PHONOLOGY vs ORTHOGRAPHY

Phonology

Study of sounds in speech.

Orthography

Study of spelling patterns and written forms.

English uses both sound and meaning patterns.

PART 12 — THE ORTON-GILLINGHAM APPROACH

A structured teaching approach for dyslexia.

Developed by:

Samuel Torrey Orton
Anna Gillingham

Key Features

1. Structured & Sequential

Skills taught step-by-step.

2. Cumulative

New learning builds on old learning.

3. Multisensory

Uses:

Seeing
Hearing
Touch
Movement

4. Diagnostic

Teaching is personalized.

5. Explicit

Nothing is assumed — everything is taught directly.

KNOWLEDGE CHECK — QUESTIONS

Section A — Multiple Choice

1. What is decoding?
a) Spelling words
b) Reading words
c) Drawing words

2. Encoding means:
a) Writing / spelling
b) Listening
c) Guessing words

3. Phonological awareness is about:
a) Handwriting
b) Sound awareness
c) Eye tracking

4. Sight words are recognized:
a) Slowly
b) By guessing
c) Automatically

5. Dyslexic learners often need:
a) Less repetition
b) More repetition
c) No phonics teaching

Section B — True or False

6. Reading is a natural skill like speaking.
True / False

7. Early intervention improves outcomes.
True / False

8. Encoding is harder than decoding for many dyslexic learners.
True / False

Section C — Short Answer

9. Name one print concept skill.

10. Name one feature of structured dyslexia teaching.

ANSWER GUIDE (Tutor Copy)

1 — b
2 — a
3 — b
4 — c
5 — b
6 — False
7 — True
8 — True

Examples:

9 — Left-to-right tracking / letters vs words
10 — Multisensory / sequential / explicit

Strengths and Weaknesses in Dyslexia

(Left Brain vs Right Brain Processing)

Dyslexia mainly affects language processing, which is commonly linked to left-hemisphere brain functions. However, many dyslexic individuals show significant strengths in right-hemisphere processing — particularly in creativity, spatial awareness, and big-picture thinking.

It is important to remember that the brain works as a whole system. Both hemispheres communicate through the corpus callosum, so strengths and weaknesses interact rather than exist in isolation.

🧠 Left Hemisphere Functions (Often Areas of Difficulty)

The left brain is associated with structured, language-based and sequential processing.

Common Dyslexia Weaknesses

Reading & Language

Difficulty decoding words (phonics)

Poor phonological awareness

Slow reading fluency

Misreading similar words

Difficulty understanding complex text

Spelling & Writing

Inconsistent spelling

Letter reversals or omissions

Poor written expression

Grammar and punctuation challenges

Sequencing & Memory

Difficulty remembering sequences (alphabet, days, instructions)

Problems following multi-step directions

Weak working memory

Processing Speed

Slow rapid naming (objects, letters, numbers)

Takes longer to retrieve words

Academic Skills

Challenges with note-taking

Struggles with timed tests

Difficulty copying from the board

🌈 Right Hemisphere Functions (Often Areas of Strength)

The right brain specializes in holistic, visual, and intuitive processing.

Common Dyslexia Strengths

Creative Thinking

Strong imagination

Artistic ability

Storytelling skills

Innovative ideas

Big-Picture Understanding

Sees overall concepts quickly

Understands themes and meaning

Strong at connecting ideas

Spatial Awareness

Excellent 3D visualization

Good at design, engineering concepts

Strong map reading/navigation skills

Problem Solving

Thinks outside the box

Finds alternative solutions

Practical reasoning

Emotional & Social Insight

High empathy

Reads body language well

Intuitive understanding of others

Hands-On Learning

Excels in practical tasks

Learns by doing rather than reading

⚖️ Left vs Right Brain Overview

Left Brain (Weaker Areas)	Right Brain (Stronger Areas)
Phonics & decoding	Visual thinking
Spelling & grammar	Creativity
Sequencing	Big-picture thinking
Rapid naming	Spatial awareness
Reading fluency	Imagination
Written expression	Problem solving
Processing speed	Intuition

🧩 How Strengths Balance Weaknesses

Many dyslexic learners compensate for language difficulties by using visual and spatial strategies, such as:

Visualizing stories instead of decoding word-by-word

Remembering images rather than text

Understanding concepts through diagrams

Using logic and reasoning instead of memorization

Teaching & Support Strategies

(Strength-Based Approaches)

Effective instruction engages right-hemisphere strengths while supporting left-hemisphere development.

Multisensory Learning

Use multiple senses at once:

Sight (visuals, color coding)

Sound (read aloud, phonics)

Touch (tracing, textured letters)

Movement (role play, actions)

Examples:

Sand writing

Magnetic letters

Clapping syllables

Visual Mapping

Tools that organize information visually:

Mind maps

Graphic organizers

Flow charts

Diagrams

Sketch notes

These help learners see the whole concept first.

“Whole-to-Parts” Instruction

Show the finished product or big picture

Explain the overall meaning

Break it into smaller steps

This mirrors how many dyslexic learners naturally process information.

Interactive & Hands-On Learning

Practical projects

Experiments

Building models

Educational games

Role-play scenarios

Learning becomes active rather than text-heavy.

Storytelling & Visual Imagery

Use:

Stories

Metaphors

Pictures

Films

Real-life examples

Abstract ideas become concrete and memorable.

Key Messages for Training

Dyslexia is not linked to intelligence.

It is a language processing difference.

Weaknesses often coexist with significant strengths.

Many dyslexic people excel in:

Arts

Engineering

Entrepreneurship

Design

Problem-solving careers

Communication Support for Dyslexia

Communication support for dyslexia involves using assistive technology, structured communication methods, and environmental adjustments to improve both:

Reading and writing (literacy)

Verbal expression and understanding

Because dyslexia affects processing, memory, sequencing, and word retrieval, supportive communication approaches help reduce barriers and improve confidence, participation, and performance.

Key Communication Supports & Accommodations

1. Assistive Technology

Assistive technology can remove many literacy barriers and allow individuals to communicate more efficiently.

Text-to-Speech (TTS)

Converts digital text into audio.

Supports reading comprehension.

Reduces visual stress and reading fatigue.

Helpful for emails, reports, websites, and textbooks.

Speech-to-Text (Dictation)

Allows users to dictate notes, emails, and documents.

Improves productivity.

Reduces spelling and handwriting difficulties.

Useful for assignments, reports, and forms.

Screen Readers & Scanning Tools

Read on-screen text aloud.

Smart pens can record audio while taking notes.

Tools such as reading software support editing and proofreading.

Spellcheck & Grammar Tools

Provide instant corrections.

Improve written accuracy.

Build confidence in written communication.

2. Written Communication Strategies

Small adjustments to written materials can significantly improve accessibility.

Structure

Use short, clear sentences.

Avoid long paragraphs.

Use bullet points and headings.