English Support for Students with Dyslexia
Practical English support for students with dyslexia in Years 6-11, helping them understand language, organise their ideas and approach reading and writing with confidence - particularly when preparing for GCSE English.
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Over the years Ruth has worked with many bright students who find English unexpectedly difficult. Often these students have strong ideas and good understanding, but struggle to organise their thoughts and express them clearly in written work. This can happen for students with diagnosed dyslexia, as well as those who show similar learning traits but may not yet have been formally assessed.
For these students, tasks such as processing complex language, structuring longer written responses and managing large amounts of information can be particularly challenging. This is often most noticeable in English, where students are expected to explain ideas clearly and develop detailed written analysis.
This can be frustrating for both students and parents, particularly when a student clearly understands the material but finds it difficult to demonstrate that understanding in written work.
With the right strategies, however, these challenges can be significantly reduced.
With many years of experience teaching GCSE English, Ruth has seen how effective, structured approaches can help students organise their ideas, approach reading more confidently and develop clearer written responses. Ruth is currently undertaking specialist training with Helen Arkell Dyslexia Charity, developing practical strategies to further support her students with dyslexia.
Some students find English particularly challenging even if they have not been formally diagnosed with dyslexia. In some cases this may relate to dyslexia or similar learning differences, although not all students will have a formal diagnosis. Parents often notice certain patterns in how their child approaches reading, writing and organising ideas.
If several of the following sound familiar, additional support can make a significant difference.
- Strong verbal ideas but difficulty expressing them clearly in writing
- Writing that appears disorganised even when the student understands the topic
- Difficulty structuring longer responses such as essays or extended answers
- Spelling and punctuation that remain inconsistent despite effort and practice
- Finding it difficult to remember spelling patterns, quotations or key terminology
- Reading and understanding texts when discussed, but struggling to analyse them on paper
- Taking significantly longer than expected to complete written tasks
- Difficulty interpreting unfamiliar vocabulary, phrases or meanings in texts, which can affect reading comprehension
Many students with these challenges are very capable learners who simply benefit from structured strategies and a different approach to English.
Small-group workshops designed to help students with dyslexia develop confidence in reading, writing and structuring their ideas, with practical strategies they can use in school and exams.
