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Dyslexia and speech, language, and communication needs (SLCN) are among the most common additional learning needs in schools. Despite their prevalence, these conditions are often misunderstood. With the right understanding and classroom support, pupils can develop confidence, effective communication, and strong literacy skills.
Dyslexia is a language-based learning difference that primarily affects reading, spelling, and working memory. It is not linked to intelligence; many pupils with dyslexia are creative, intuitive problem-solvers with strong reasoning skills. Common signs include difficulty decoding words, slow reading speed, poor phonological awareness, challenges with sequencing, and confusion with similar-looking letters. Dyslexia can also affect organisational skills and short-term memory, making multi-step instructions overwhelming.
Supporting dyslexic learners involves a combination of structured teaching and accessible resources. Systematic phonics teaching, delivered at a pace appropriate to the child, helps build decoding skills. Coloured overlays or tinted backgrounds can reduce visual stress. Using audiobooks, speech-to-text software, and recorded instructions allows pupils to access curriculum content without being limited by reading speed. Teachers should model strategies such as chunking text, previewing vocabulary, and using graphic organisers. Most importantly, dyslexic pupils thrive when they experience success early and often; celebrating progress builds resilience and motivation.
Speech and language needs include a wide range of difficulties. Some children experience problems with speech sounds (articulation needs), meaning they may struggle to pronounce certain words clearly. Others have difficulties with expressive language, finding it hard to formulate sentences or retrieve vocabulary. Receptive language needs affect the ability to understand spoken instructions, infer meaning, or process conversation. Pragmatic language difficulties impact social communication, such as turn-taking, interpreting tone, or understanding humour.
Supporting pupils with SLCN begins with creating a communication-friendly classroom. Clear, simple instructions delivered in small chunks help children process information more effectively. Visual support - such as symbols, pictures, and written prompts - provides a reference point and reduces cognitive load. Teachers can pause regularly, check comprehension, and offer sentence starters to scaffold expressive language. Encouraging pupils to think aloud, rehearse ideas with a partner, or use gesture helps them build clarity and confidence.
Speech and language therapists play a key role in assessing needs and providing tailored strategies. Programmes may focus on phonological awareness, vocabulary development, narrative skills, or social communication. Classroom staff can reinforce these skills daily by planning opportunities for structured talk, group work, and practical language activities.
Dyslexia and SLCN often overlap. A child who struggles with phonological awareness may experience both reading difficulties and speech sound errors. Similarly, challenges with vocabulary can impact reading comprehension. Recognising this connection allows educators to take a joined-up approach, focusing on strengthening oral language as the foundation for literacy.
Above all, pupils benefit from a supportive environment where mistakes are viewed as part of learning rather than something to hide. When schools celebrate diverse communication styles and offer flexible ways to express understanding - such as drawing, using technology, or speaking aloud - children develop the confidence to participate fully.