Problem:
Exceptionalities such as dyslexia significantly impact the acquisition of reading and writing skills by affecting underlying processes like phonological awareness, decoding, and language processing. Dyslexia, for example, is characterized primarily by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities (International Dyslexia Association, 2020). These challenges can make it hard for students to develop automaticity in reading, which in turn affects reading comprehension and written expression.
In the classroom, the presentation of dyslexia and other exceptionalities can vary widely. Some students may struggle predominantly with decoding individual words and spelling, but develop compensatory strategies to understand text overall. Others might experience more profound difficulties that interfere with fluency and comprehension, requiring intensive, targeted interventions. Additionally, co-occurring conditions such as attention-deficit/hyperactivity disorder (ADHD) or language processing disorders can compound these challenges, leading to a complex profile that necessitates differentiated instruction.
For example, a student with mild dyslexia might misread unfamiliar words but succeed when texts are familiar or when context clues are provided, whereas another student with more severe dyslexia could have persistent difficulties that affect all aspects of reading and writing despite support. Similarly, students with dysgraphia may experience fine motor challenges that make writing laborious, leading to reluctance to write or incomplete work.
Understanding this variability underscores the importance of ongoing assessment and individualized supports, such as multisensory instruction, assistive technology (e.g., text-to-speech software), and extended time. Universal Design for Learning (UDL) principles can also help by providing multiple means of engagement and expression to meet diverse learner needs
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