Contact the Literacy Service
The Literacy Service Team can be contacted for advice and information specific to children and young people who have, or may have, learning difficulties in literacy and dyslexia.
‘Information is power’ and is therefore key to empowering individuals to form a greater understanding of the world around them. The style in which this information is produced is key to facilitating comprehension for the reader.
Presenting information in a format which makes it easily accessible is vital if the information it contains is to be understood by everyone.
Every individual has a different perception of what he / she sees, and reading is no exception. The shape and size of words can appear different to each reader. For some people with literacy difficulties there can be barriers to overcome.
People often talk about 'tuning in' to text and 'focussing' on what they are looking at. This describes concentrating on content as well as the simple decoding exercise that occurs when we read. For many people, reading becomes an automatic skill that requires little conscious effort. When decoding occurs unconsciously, the reader can concentrate on comprehension.
For some readers with literacy difficulties, decoding the words is not always an automatic or unconscious skill. Anyone with a history of reading difficulties may have to concentrate harder to interpret text and remember what they have read.
Everyone is susceptible to eye strain and tiredness when working. When a person concentrates for an extended period on a particular piece of text the words may go blurry, though this is only temporary. Those with literacy difficulties frequently experience visual discomfort when reading. Some focus on the spaces rather than on the words. This is often described as seeing 'rivers' moving down the page. The words and text can appear to be moving around the page or wobbling.
Anything that disturbs concentration, such as visual discomfort, makes the problem worse. With a few small alterations, however, it is possible to alleviate the pressures of visual discomfort.
Adopting some simple strategies can help pupils with literacy difficulties to get the most from their reading of documents and worksheets, for example, using typed rather than hand-written text.
Additionally, pupils with literacy difficulties (or other difficulties including visual impairment) may benefit from the use of text-to-speech software. Hearing the information read aloud allows the pupils to focus on the comprehension of the text rather than effort being placed on the decoding. There is a wide range of Inclusive technology software available which can also aid comprehension using additional features, for example dictionaries and translators. They often also provide the ability to add a reading ruler to aid eye tracking and screen masking as a method to reduce visual stress.
When producing documents and resources for pupils it is important to consider how these are presented to make them as reader friendly as possible. Digital versions should also have compatibility with a range of Inclusive Technology software.
Written communication within schools can be in various forms. Not only will you need to consider the printed or digital documents you produce for class lessons, but you should also consider the accessibility of parent / carer letters, emails, in class presentations, and the accessibility of information provided on your school website. Remember the parents / carers of your pupils may benefit from information being presented in an accessible format too.
Below are some guidelines adapted from the British Dyslexia Association (BDA) - Dyslexia Style Guide and the Web Accessibility Content Guidelines (WCAG) to help make the information in your documents and resources accessible for everyone.
Fonts should be rounded, allow for space between letters, reflect ordinary cursive writing and be 'easy on the eye'. Look for a font that spaces letters rather than running them closely together. Bear in mind that fonts that have unusual, shaped letters can create difficulties.
It is a good idea to run an accessibility check on your documents before they are finalised. This can help flag any issues that readers with difficulties could have.
You may wish to look at the following websites for further information on how to create accessible content:
The Literacy Service Team can be contacted for advice and information specific to children and young people who have, or may have, learning difficulties in literacy and dyslexia.