Dyslexia Accommodations for the Classroom and for Tests

Dyslexia accommodations give students access to grade-level content while they keep building reading skills: audiobooks and text-to-speech, read-aloud tests when reading isn’t the skill being tested, extended time, speech-to-text, copies of notes, and not grading spelling on content work. Dyslexia is a specific learning disability that mainly affects accurate, fluent word reading and spelling. It isn’t related to intelligence. A student may understand a science concept perfectly and still be unable to read the textbook page about it. Accommodations remove that barrier. Below is a practical list for class and tests, plus the line between helping and doing the work for the student.

Accommodations vs intervention

This is the most important point in the whole article: accommodations don’t teach reading. A student with dyslexia needs two things at once:

Our Science of Reading guide covers what effective reading instruction includes. This article focuses on accommodations.

Reading accommodations

• Audiobooks for novels and class texts, so the student can join discussions.
• Text-to-speech for digital texts and online assignments.
• Reading aloud directions and test questions when reading isn’t the skill measured.
• Extended time for any task with substantial reading.
• Pre-teaching key vocabulary before content reading.
• Shorter or chunked reading passages with the same content, when the team agrees.
• Highlighted key ideas or guided notes alongside a text.
• Larger font, more spacing, and clean layouts on worksheets.
• Not asking the student to read aloud cold in front of the class. Offer a preview or partner reading instead.

Writing and spelling accommodations

• Speech-to-text for longer written responses.
• Typing with spell check instead of handwriting for extended writing.
• Grading content separately from spelling on assignments that assess ideas, not spelling.
• Word banks of key content vocabulary.
• Graphic organizers for planning.
• Oral responses as an option when writing isn’t the skill being assessed.
• A scribe for some assessments, if the team decides it’s needed.

Note-taking and copying

• Copies of class notes or slides.
• Guided notes with blanks to fill in, instead of copying everything.
• No copying from the board for long passages; provide the text on paper at the student’s desk.
• Recording key lessons, where school policy allows.

Math accommodations

Dyslexia can affect math too, especially word problems, reading multi-step directions, and memorizing facts.

• Word problems read aloud.
• Reference sheets for formulas and math vocabulary.
• A multiplication chart when the task assesses reasoning rather than facts.
• Extra time for multi-step problems.

Test accommodations

State tests follow each state’s accommodations manual. Some accommodations, like read-aloud on a reading comprehension test, may be restricted or treated differently. Coordinate with your school’s testing coordinator.

Homework accommodations

• Audiobook versions of assigned reading.
• Reduced repetitive writing (for example, spelling words written 3 times instead of 10).
• Typed homework accepted.
• Reading logs that count listening to audiobooks for content.
• Clear, short written directions, also posted online.

Helping without doing the work

Accommodations should give access, not remove the learning. A few guidelines:

• Read the question, not the answer. A reader reads exactly what’s written without hints.
• Scribe exactly what the student says, including errors in reasoning; don’t improve it.
• Keep the standard the same. If a task becomes easier in content, it’s a modification, which is a different decision. See accommodations vs modifications.
• Keep intervention going. Audiobooks are not a replacement for learning to read.
• Fade supports as skills grow. Revisit the plan at least once a year.

Classroom habits that help every struggling reader

Many students without a diagnosis benefit from the same supports. Built into your routine, they reduce stigma:

• Post written directions and read them aloud.
• Offer audio versions of class texts.
• Provide graphic organizers to everyone.
• Use clean, readable fonts and layouts.
• Teach words using sound-spelling connections, as in heart words vs sight words.

A note on roles

Teachers don’t diagnose dyslexia. If you notice persistent difficulty with word reading and spelling despite good instruction, share your observations and data with your school’s support team. Formal accommodations are chosen by the 504 or IEP team. If you use an AI tool to draft accommodation language, describe the need in general terms and never include names or identifying details.

For how 504 Plans and IEPs differ, and which one might fit a student with dyslexia, read our IEP vs 504 guide.