A dyslexia-friendly writing strategy
This technique helps learners break sentences into small visual steps. Instead of writing a long sentence straight away, the learner builds the idea piece by piece.
This improves:
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comprehension
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memory
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sentence structure
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confidence in writing
Example: Traditional Sentence
The boy went up to the counter and ordered a hamburger, fries, and a coke.
For some learners, this sentence contains too much information at once.
Step-by-Step Writing Method
Step 1 – Identify the main character
Name: John
✏ Write the name
🖼 Add a picture (or drawing) of the boy
Step 2 – Identify the action
John went to the counter
🖼 Add a picture of a counter or shop
Step 3 – List the items
Write the items as a list instead of one long sentence
John ordered:
🍔 Hamburger
🍟 Fries
🥤 Coke
Learners can:
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draw the items
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paste pictures
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use icons
Final Structured Version
John
🧍 (picture of a boy)
John went to the counter.
John ordered:
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🍔 Hamburger
-
🍟 Fries
-
🥤 Coke
Why This Works
This method helps learners:
✔ organise information
✔ process ideas step by step
✔ reduce reading overload
✔ build sentences gradually
✔ use visual memory
Many dyslexic learners think visually, so pictures help connect ideas.
Teacher Support Strategy
Teachers or support staff can guide the learner through the steps.
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Identify the person or subject
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Identify the action
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Identify the key items
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Turn the items into a list
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Add pictures or symbols
Once the learner understands the idea, they can later combine the information into a full sentence if needed.
Example Progression
Stage 1 – Visual list
John
🍔 Hamburger
🍟 Fries
🥤 Coke
Stage 2 – Short sentences
John went to the counter.
John ordered food.
He ordered:
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Hamburger
-
Fries
-
Coke
Stage 3 – Full sentence
John went to the counter and ordered a hamburger, fries, and a Coke.
Key Message for Teachers
Breaking information into lists does not make learning harder.
It is a learning bridge that helps students:
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understand information
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organise their thinking
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develop writing skills gradually
Once learners gain confidence, they can move to more complex writing.
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