Using digital tools for reading can alleviate some of the frustrations and exhaustion that come with students who need extra support with reading and students who have dyslexia.  Any minor adjustment that makes reading easier, more fun, or accessible is worth trying with students with dyslexia. Giving them a sense of choice and control also goes a long way toward improving their self-confidence as readers.

Raising literacy achievement is no small task. As teachers know, every student is different with unique challenges and characteristics to consider. Students with dyslexia are a unique group of learners who have specific needs and strengths. While using research-based, structured literacy instructional approaches is the first step, dyslexia is more than a deficit or something that we need to fix.

Ohio’s Plan to Raise Literacy Achievement addresses the need to support educators to recognize and plan instruction for students with dyslexia. Because dyslexia affects between 11 and 17 percent of the population, all educators must have access to instructional approaches that are explicit, systematic, and structured (Wagner et al). This quality instruction will impact not only students with dyslexia but also their classmates who are not. Equipping educators with knowledge and skills from the Science of Reading is essential for reading proficiency for all students.

It can be challenging to find high-quality resources and support materials for the art classroom. Instructional materials make a difference, and quality visual arts materials are just as important to student learning as the core subject areas. Take a little time to explore these tools and see how they can support your instruction and goals for your students.