According to the Australian Dyslexia Association, dyslexia is best understood as a persistent difficulty with reading and spelling.
Students with dyslexia experience difficulties with phonological and phonemic awareness—the ways that words can be broken down into different sounds and then matched with letters.
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“Dyslexia is not a representation of a person’s intelligence,” researcher Dr Kerrie Mackey-Smith said. “Often these students are really bright and have a whole repertoire of coping strategies to navigate their learning.
“When it comes to dyslexia, it’s important to remember that it can present in many different ways. This means teachers need a range of practices to make reasonable adjustments for students.”
Students with dyslexia tend to think in pictures rather than words, and process information in a different part of the brain to word-based, neurotypical thinkers. It occurs across a range of intellectual abilities and affects each individual differently.
Rather than understanding specifics first, dyslexic thinkers learn by developing a big picture or the overall idea of a concept and then filling in the details. This means dyslexics are often credited as out-of-the-box thinkers, with the ability to come up with new strategies and solutions to problems.
Dyslexia is estimated to affect some 10 percent of the Australian population. This may be a conservative estimate as many individuals are left unidentified. In other English-speaking countries, the figures are estimated to be up to 20 percent (UK, Canada, US). When considering the full continuum of mild to severe dyslexia, experts suggest that up to one in five Australians may be affected.
This means approximately 800,000 students currently in schools in Australia may be impacted by dyslexia. These children have the potential to achieve and thrive at school if provided with evidence-based instruction and identified early through high-quality screening and progress monitoring tools. However, according to the submission to the Productivity Commission inquiry into the National School Reform Agreement, the education system is stuck in a “reactive and obsolete ‘wait to fail’ model”.
There is also a personal and economic cost to inaction. The impacts of poor literacy skills can permeate throughout multiple facets of an individual’s life, affecting social, health, and economic experiences. Individuals with poor literacy are more likely to be unemployed, have lower levels of trust in others and civic participation, as well as worse physical and mental health compared to those with higher levels of literacy.
The Australian Dyslexia Association (ADA) strongly supports early identification and access to well-trained teachers who can provide evidence-based instruction.
Research indicates that a direct, explicit, structured, and systematic language approach benefits not only students with dyslexia but all children in a classroom setting. This inclusive approach to literacy instruction ensures that no student is left behind in developing essential reading, spelling, and writing skills.
The need for improved teacher training
A significant barrier to effective dyslexia intervention in Australian schools is the lack of specialised training in literacy instruction. Findings from the National Inquiry into the Teaching of Literacy (NITL) indicate that half of the 34 Bachelor of Education courses in Australia dedicate less than five percent of their four-year curriculum to teaching reading.
The ADA advocates for schools to be at the forefront of identifying and assisting students with dyslexia. This requires access to high-quality professional development in language and literacy research. By equipping general classroom teachers with evidence-based knowledge and skills, schools can enhance their ability to provide effective reading instruction to all students.
Professional learning should also extend to understanding the barriers that impede written language acquisition and how scientific reading research can be translated into classroom practice.
Assistive technologies
Beyond structured literacy, assistive technologies can play a key role in supporting dyslexic students. Tools such as audiobooks, speech-to-text software, and visual aids can enhance learning outcomes and improve student confidence. Educators should explore a range of inclusive classroom tools that help students navigate literacy challenges both in school and at home.
David Campbell from Scanning Pens said supporting students with dyslexia requires a multifaceted approach that addresses both the academic and emotional challenges they face. “In the classroom, it is essential to provide structured and explicit instruction in reading and writing, using evidence-based strategies that cater to the specific needs of students with dyslexia.
“Text-to-speech software serves as a valuable tool to enhance reading comprehension, engagement, accessibility, and language skills for all students, regardless of whether they have dyslexia or other learning challenges,” Mr Campbell said.
“TTS software allows students to hear the text read aloud, which can improve understanding, especially for complex or dense material. It helps reinforce comprehension by providing both visual and auditory input, allowing students to absorb content through multiple senses, which can enhance retention and processing.
“For students who might find reading lengthy or challenging, TTS can make the experience more engaging. By listening to the text being read aloud, students can stay focused for longer periods, reducing cognitive fatigue and making reading assignments more manageable.
“Students learning a second language (EAL) or those who want to improve their pronunciation and fluency can benefit from TTS. Listening to the correct pronunciation of words and phrases reinforces their language skills, helping with both vocabulary acquisition and spoken language development.
“TTS software makes texts more accessible to students with varying learning preferences, including those who struggle with long reading assignments or those who have visual impairments. It enables students to access educational content in a way that suits their personal learning style, promoting inclusivity.”
