How to support the success of dyslexic students at school and beyond

In this webinar, Associate Professor Rebecca Gordon discusses dyslexia’s impact on executive function, and the implications for teaching and learning in terms of supporting dyslexic students.

Understanding dyslexia

Dyslexia is a neurodevelopmental condition that affects the ability to map written symbols (graphemes) on to sounds (phonemes), making reading and spelling more difficult to acquire. It is relatively common, affecting around 10–20% of the population, and is not linked to intelligence. While there is some evidence of heritability and brain differences, the exact causes are not fully understood. Importantly, dyslexia represents a delay rather than an inability, and with effective early support, many learners can achieve typical reading levels.

Misconceptions about dyslexia

There are several persistent myths about dyslexia. For example, dyslexia is not primarily a visual problem, and tools like coloured overlays are not specific solutions. They may be helpful because many readers experience visual stress and letters dancing, but this is not a sign of dyslexia. Likewise, letter reversals are common in early writing development and are not reliable indicators of dyslexia. The idea that dyslexia disappears once reading improves is also misleading, as broader cognitive differences often remain. Additionally, assumptions such as dyslexic learners being inherently more creative or ‘right-brained’ are oversimplifications that can limit expectations. There is nothing stopping someone with dyslexia becoming an accountant!

A broader cognitive perspective

Dyslexia needs to be understood beyond reading and spelling. While phonological difficulties are well established, they do not fully explain the wider cognitive profile associated with dyslexia. Research shows consistent links between dyslexia and challenges in executive function, suggesting that a broader understanding is necessary for effective support.

Executive function and learning

Executive function refers to a set of higher-order cognitive processes, including working memory, attention control, and cognitive flexibility. These skills are effortful, limited, and crucial in new or complex situations, like classroom learning. They enable students to follow instructions, filter distractions, switch between tasks, and hold and manipulate information in mind. These abilities develop over time, continuing into early adulthood.

The role of executive function in the classroom

Classrooms place heavy demands on executive function. Students must ignore distractions, manage multiple-step instructions, and engage with unfamiliar content. Even routine classroom activities, such as transitioning between tasks or completing mental calculations, rely heavily on these skills. For students with dyslexia or other neurodevelopmental conditions, these demands can be particularly challenging, often leading to behaviours that may be misinterpreted as disengagement or misbehaviour.

Environmental influences on learning

The learning environment plays a significant role in supporting or hindering executive function. Busy, visually stimulating classrooms can increase cognitive load, especially for students who struggle to filter information. Consistency and routine, such as keeping materials in the same place, can reduce demands on memory and attention. While classroom displays and resources are valuable, teachers are encouraged to balance stimulation with clarity and purpose, being mindful of potential distractions.

Supporting executive function development

Supporting executive function benefits all learners, not just those with identified needs. Effective strategies include explicitly teaching students about how memory and attention work, encouraging the use of supports such as writing down instructions, and modelling planning and organisational strategies. Rather than expecting students to internalise these skills independently, teachers can scaffold them through consistent practice and explanation.

Identification and support without diagnosis

It can be hard to get a diagnosis for a learning difficulty, but Rebecca reminds teachers that they do not need to wait for one to take action. If, for example, a student is struggling to learn to read, help them. The recommended response is to provide evidence-based instruction, such as structured phonics, regardless of diagnosis. Similarly, difficulties with attention, memory, or task management signal the need for support with executive function. Teach practical strategies, such as using reminders, breaking tasks into steps, and externalising memory. This approach ensures timely intervention without waiting for formal identification.

Long-term implications

Executive function challenges often persist beyond school and can impact employment, career progression, and wellbeing. Structured school environments may mask these difficulties, but they can become more pronounced in less supported settings. This highlights the importance of equipping students with strategies and self-awareness that they can carry into adulthood.

Dyslexia and cognitive diversity

Dyslexia may reflect a different cognitive style rather than simply a deficit. Emerging research proposes that individuals with dyslexia may be more inclined towards big-picture thinking, exploration, and innovation. From an evolutionary perspective, such differences may have contributed to human adaptability and problem-solving, offering value alongside challenges.

Overall, Rebecca advocates for a shift from a narrow focus on reading difficulties to a more holistic understanding of learning for dyslexic students. By recognising the role of executive function, addressing misconceptions, and adopting inclusive, strategy-based approaches, teachers can better support all learners while acknowledging the diverse ways in which students think and learn.

Further reading

Taylor, H., & Vestergaard, M. D. (2022). Developmental dyslexia: Disorder or specialization in exploration? Frontiers in Psychology, 2022 Jun 24:13:889245. doi: 10.3389/fpsyg.2022.889245.

Taylor & Vestergaard’s work is also discussed in this science magazine article: Dyslexia isn’t a disorder, it’s essential to how our species adapt, say researchers

Associate Professor Rebecca Gordon’s UCL profile page has some excellent resources linked.