Skip To Main Content

Planning Interventions to Support Dyslexia

Successful Interventions Components

  • Student needs are specifically identified; interventions are matched to the underlying skill deficits and are
    delivered by a trained professional

  • Instruction is well planned, sequenced, and implemented with fidelity

  • Students improve by building necessary skills/strategies

  • Progress is monitored on the specific skill/strategy and discussed on a consistent basis

  • Communication occurs between the interventionist and all other stakeholders, including families

Students continue to receive high quality core instruction. Educator teams may choose to provide an individualized evidence-based plan of instruction or use an evidence-based program. Additionally, teams will plan accommodations to support students in their core instruction. As dyslexia may impact behavior and wellness as well as academics, plans will address multiple areas of student need.

Reading

A student with dyslexia has trouble decoding or reading fluently regardless of high-quality reading instruction and cognitive strengths. Having dyslexia does not mean students automatically need special education services. Most students will need some instruction in phonological skills; the duration and frequency will depend on their level of need. Some may only require accommodations.  

Writing

Students with dyslexia experience a range of difficulty regarding writing. The most common struggle is with spelling, although some may also struggle to articulate and organize ideas, and others may struggle with both. Writing can be very labor intensive for a student with dyslexia. Trying to use words that are difficult to spell may cause a student to avoid complex language and stick to easier words. The sheer effort in trying to organize and create a logical sequence can also be challenging, and without accommodations a student may not be able to express their ideas at grade level.

Improving phonological skills can translate to improved spelling, which often leads to better writing. Additionally, supports such as graphic organizers, text to speech, word banks, and in some cases, targeted writing instruction will also support a student with dyslexia who has co-existing writing challenges. Student success teams will use data to determine what level of support is appropriate for each student. 

Mathematics

A student with dyslexia may have difficulty with reading and writing in relation to other subjects, such as math. Math can be particularly challenging because in addition to requiring students to read and understand word problems and give written answers, it also involves recalling numbers rapidly, and using working memory to do multi-step problems and solve problems mentally. Students may need accommodations to successfully meet the reading and writing demands of math. Student success teams will use data to determine the necessity and type of accommodations for students with dyslexia according to their individual needs. This may involve instruction in math problem solving strategies, or access to a multiplication chart or other notes.

Behavior and Wellness

A student with dyslexia may be impacted socially and emotionally. Every student is different, and their range of experiences and outward behaviors will vary. Some may develop outwardly with noticeable behaviors such as disruption, avoidance or gaining negative attention. Others may become anxious or depressed, behaviors which may be less obvious. Student success teams will use data to implement supports for students based on their individual needs.