Practical Strategies for High School English Teachers to Support Adapting reading and writing assignments for students with dyslexia
Struggling with adapting reading and writing assignments for students with dyslexia in your high school? You're not alone. As a high school english teacher, you know the challenge and the reward of engaging neurodiverse learners. This guide provides practical, strength-based strategies tailored for you.
Understanding Dyslexia in high school
Dyslexia affects how the brain processes written language, making reading and spelling more challenging in high school. However, students with dyslexia often excel in creative thinking, visual-spatial reasoning, and problem-solving. With the right accommodations and assistive technology, dyslexic students can access the same content and demonstrate their knowledge in ways that work for their learning style.
Core Principles of Neurodiversity-Affirming Engagement
Assume Competence
Always presume that students are capable and intelligent, regardless of how they communicate or demonstrate understanding. This fundamental belief shapes everything from how you design activities to how you provide feedback.
Strength-Based Approach
Focus on what students CAN do, not what they can't. Build on their interests, talents, and preferred learning styles. This approach builds confidence and creates positive associations with learning.
Universal Design for Learning (UDL)
Provide multiple means of representation, expression, and engagement. When you design for neurodiversity from the start, ALL students benefit from flexibility and choice in how they learn and show what they know.
Clear Communication & Structure
Be explicit about expectations, provide visual schedules, and create predictable routines. Many neurodiverse students thrive when they know what to expect and can prepare for transitions.
Actionable Strategies for Adapting reading and writing assignments for students with dyslexia
Integrate Text-to-Speech and Audiobooks
Text-to-speech technology allows dyslexic students to access grade-level content without the barrier of decoding text. Introduce tools like Natural Reader, Learning Ally, or built-in screen readers. Pair with audiobooks and allow students to demonstrate knowledge through oral responses, videos, or presentations instead of only written work.
Use Multisensory Reading Instruction
Orton-Gillingham and other structured literacy approaches use multisensory techniques - seeing the letter, saying the sound, writing it, and feeling the movement. This reinforces letter-sound connections through multiple pathways. Even outside formal reading instruction, incorporate visual, auditory, and kinesthetic elements into all learning activities.
Teach Metacognitive Strategies Explicitly
Teach students to "think about their thinking." Explicitly model strategies like visualizing while reading, rereading for comprehension, and using context clues. Help students identify which strategies work best for them. This self-awareness empowers students to become independent learners who can advocate for their needs.
Tools and Resources for High School English Teachers
AfterSchoolHouse Genaris Guides
Our Computer Guides are specifically designed to engage neurodiverse learners through:
- Bite-sized content that reduces cognitive overload
- Multi-sensory delivery with text, audio, and visual elements
- Flexible pacing allowing students to control their learning speed
- Interactive elements that maintain engagement and attention
Frequently Asked Questions for High School English Teachers
How do I get buy-in from my administration/colleagues for these strategies?
Start by sharing research on neurodiversity-affirming practices and their positive outcomes for ALL students. Pilot one or two strategies in your own space and document the results. Share success stories and student feedback. When colleagues and administrators see concrete evidence of improved engagement and learning, they're more likely to support system-wide changes.
What if I have a limited budget for tools and resources?
Many effective strategies require no budget at all - things like breaking tasks into chunks, providing visual schedules, or leveraging student interests. For low-cost tools, look into DIY options (homemade fidgets, visual timers apps), free assistive technology (browser extensions, built-in screen readers), and community resources. Focus first on changes to your approach and environment design, which cost nothing but yield significant results.
How can I adapt these strategies for a mixed-ability classroom/group?
The beauty of Universal Design for Learning is that what helps neurodiverse students helps everyone. Flexible seating, movement breaks, visual schedules, and choice in assignments benefit all learners. Present these not as "accommodations for some" but as "options for everyone." This normalizes different ways of learning and removes stigma.
Where can I find more training on neurodiversity-affirming practices?
Look for professional development through organizations like CAST (Center for Applied Special Technology) for UDL training, Understood.org for free resources, and local special education cooperatives. Many autistic and ADHD advocates offer training directly - seek out #ActuallyAutistic and #ADHD voices. AfterSchoolHouse also provides ongoing resources and community support.