What is dyslexia?
The word dyslexia may come up frequently in conversations about reading instruction, but what does it really mean? At its core, dyslexia is a learning difference that affects how students process language, especially when it comes to reading and spelling.
The International Dyslexia Association (IDA) recently updated its definition to reflect decades of research: dyslexia is a specific learning disability that makes accurate and fluent word reading and/or spelling more challenging. These difficulties usually stem from trouble with phonological processing, or the ability to recognize and work with sounds in words and morphological processing, which involves understanding the meaningful parts of words—such as roots, prefixes, and suffixes. Research shows that morphological awareness contributes to students’ decoding, word identification, and comprehension, making it an important part of understanding how dyslexia affects language learning.
One important thing to remember: dyslexia has nothing to do with intelligence and how the brain processes the written language is different from how well a person thinks or learns. With the right, evidence-based instruction, students with dyslexia can thrive. Understanding what it is—and what intervention strategies work—is the first step toward creating equitable learning opportunities.
Why evidence-based strategies matter
Research shows that students with dyslexia benefit most from structured literacy approaches that explicitly teach the building blocks of language. These interventions are explicit, systematic, cumulative, and diagnostic.
Because dyslexia affects how students process language at multiple levels, evidence‑based instruction gives teachers a clear pathway for meeting those needs. Structured literacy breaks reading and writing into teachable components—phonological awareness, phonics, fluency, vocabulary, morphology, and comprehension—so students can build skills in a logical sequence rather than relying on guessing or memorizing. When teachers use approaches that are grounded in research, they can more easily pinpoint where a student needs more support, adjust instruction in real time, and provide scaffolded practice that leads to genuine progress.
Structured literacy breaks reading and writing into teachable components so students can build skills in a logical sequence rather than relying on guessing or memorizing.
Effective intervention strategies for students with dyslexia
When it comes to supporting students with dyslexia, there’s no one-size-fits-all solution, but there are proven strategies that make a real difference. These approaches focus on building essential reading and writing skills in a structured, scaffolded, and supportive way. Here’s a closer look at five key areas and how you can put them into practice.
1. Decoding
Decoding—the ability to sound out words by connecting letters to sounds—is foundational. Students with dyslexia often need additional supportwith phonics, so instruction must be explicit and sequential with opportunities for adequate practice. For example:
- Teach letter-sound relationships in a systematic order, progressing from simple to more complex skills.
- Teach explicit strategies on decoding multisyllabic words, including syllable instruction and word parts
- Incorporate decodable texts for practice.
2. Fluency
Fluency is more than speed; it’s about reading reading accurately, at an appropriate rate, and with expression. Students with dyslexia often read slowly, which can impact comprehension. Strategies include:
- Guided oral reading with feedback.
- Repeated reading of familiar passages.
- Partner reading to build confidence.
3. Spelling
Spelling instruction should go beyond memorization. Integrate phonics and morphology (word parts like prefixes and suffixes) to build understanding of various letter patterns and their associated sounds. Practical tips include:
- Teach spelling patterns explicitly.
- Use word sorts to highlight similarities.
4. Comprehension
Because decoding often requires extra effort for dyslexic students, it can make it harder for students to focus fully on comprehension. Support students by:
- Teaching strategies like summarizing, predicting, and questioning.
- Using graphic organizers to map ideas.
- Providing scaffolded supports that build background knowledge while utilizing complex grade-appropriate texts.
5. Writing
Writing is closely tied to reading. Structured writing activities help students organize thoughts and apply language skills. Try:
- Sentence frames for structure.
- Short, frequent writing tasks to provide practice and build stamina.
- Graphic organizers for planning.
Why early intervention is critical
Early identification and intervention changes trajectories. Screening for dyslexia in kindergarten or first grade allows educators to provide targeted support before gaps widen. Research from HMH shows that students who receive intensive intervention early can reach grade-level proficiency and maintain success over time. Delaying intervention can lead to frustration, lower self-esteem, and persistent academic struggles. Acting early is not just a best practice, but essential.
Common Misconceptions About Dyslexia Interventions
When it comes to supporting students with dyslexia, myths can get in the way of meaningful progress. Clearing up these misconceptions helps educators focus on what truly works. Here are a few common myths, and the facts that set the record straight:
- Myth: Students will “grow out of” dyslexia
Dyslexia is a lifelong learning difference, but that doesn’t mean students can’t succeed. With effective, evidence-based instruction, they can build skills and thrive academically.
- Myth: More time reading is enough
Practice matters, but students with dyslexia need structured, systematic instruction to develop decoding and comprehension skills.
- Myth: Technology alone solves the problem
Digital tools are powerful supports, but they work best when paired with teacher-led, research-based instruction that provides guidance and context.
Grow student confidence
Students with dyslexia bring valuable strengths that deserve to be recognized alongside their challenges. Many demonstrate strong problem-solving skills, big-picture thinking, creativity, persistence, and visual-spatial reasoning. When instruction invites multiple ways to show understanding, such as oral explanations, annotated visuals, or short multimedia responses, those strengths can actively support learning and structured, evidence-based teaching can build reading skills. Centering both strengths and needs helps students grow confidence and make steady progress in the classroom.
Dyslexia doesn’t define a student’s potential. With research-backed strategies like decoding, fluency, spelling, comprehension, and writing, educators can empower learners to succeed. Programs like HMH Read 180 offer support, combining adaptive technology with proven instructional methods. By embracing structured literacy and evidence-based practices, schools can create inclusive environments where all readers thrive.
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Unlock whole-brain reading through Read 180, the leading reading intervention program for Grades 3–12.
