Dyslexia in the Writing Center

In our work as tutors, we often rely on the same few approaches when working with writers: have the writer read the draft out loud, ask open-ended questions, and discuss ideas. We default to these strategies for a reason. By and large, they work. But for disabled writers, these methods don’t always account for how they process information. Although we strive to be universal in our practices, routine can reinforce rigid thinking that holds tutors back from providing the support writers need. 

For writers with dyslexia, writing centers can be a daunting place. There is significant stigma and not everyone will feel comfortable disclosing their disability. Many are undiagnosed and may not even be aware of the cause of their own difficulties. Regardless of how a writer identifies themself during an appointment, everyone should feel welcome and supported in the Writing Center.

What is Dyslexia?

Dyslexia is a neurodevelopmental disorder characterized by language-based difficulties such as reading, writing, and word pronunciation. Estimates of its prevalence vary widely, ranging from 5% to 20% of the population. Dyslexia often is hereditary and can run in families. Individuals exist on a vast spectrum, with levels of difficulty ranging from mild to severe (Roitsch & Watson, 2019).

What Might Dyslexia Look Like?

By understanding potential symptoms of dyslexia, tutors are better equipped to handle a variety of writers’ needs. No two people with dyslexia are the same, and we should avoid assuming that they all have the same struggles. 

A common trait in people with dyslexia is poor short-term working memory, which can exacerbate reading comprehension difficulties. This can impact verbal situations as well, with dyslexic people often struggling to hold onto multiple instructions or details at once (Lombardi, 2019).

Dyslexic writers may also stumble over their words or struggle when reading out loud. Even a writer who seems to be reading confidently might be missing things. Because dyslexic people struggle with letter and sound association, they often depend more heavily on context when reading. This may result in inaccurate oral reading. They may accidentally paraphrase when trying to read word-for-word, substituting a similar word instead. Dyslexic people often struggle to think of the “correct” word when talking about something. On the page, these struggles can show up in misspellings of common words or the omission of a word in a sentence. Oftentimes, the writer won’t even notice it after reading their draft (Roitsch & Watson, 2019).

High Vs Low-Level Concerns

In the Writing Center, we typically focus on higher-order concerns such as structure and overall meaning. Often, we do not address grammar or spelling at all. While it is important to prioritize meaning in a writer’s work, it is equally valuable for us as tutors to challenge our assumptions. While grammar or spelling concerns are often naturally resolved during the revision process, it is not always this simple for dyslexic writers, who struggle to identify their own errors. Conversely, some dyslexic writers focus so much on convention that they struggle with higher-order concerns as a result of split attention. Prioritizing ideas over conventions assumes that lower-order challenges don’t block higher-order thinking. It is important not to assume what the writer needs or that lower-level concerns are always unimportant. Asking writers what they want or need is key (Dandurand, 2023).

Potential Strategies

Disability is common, and our practices should be inherently inclusive of these writers. Flexibility is key. Strategies that help dyslexic writers are not exclusive to them and can be used by anyone. 

For those who struggle to express their ideas on paper, a more hands-on approach to organization is often invaluable. Visual methods such as flow charts help writers visualize the structure of their argument, making it less overwhelming to decide what information to include. Tutors can verbally talk through a student’s ideas and help create a mind map or other graphic organizer.

Some fonts are easier to read for certain writers than others. Encourage the use of different font sizes, spacing, or styles when writing. This can always be changed at the end to meet guidelines.

Text-to-speech tools are included in many programs, such as Word. This can be a helpful resource to recommend to those who struggle with comprehending what they are reading. Writers can hear their work out loud and might better understand it.

While we often suggest the writer read their paper out loud, this is not always helpful to those with dyslexia. They may feel intimidated or struggle to read. It may not even be helpful, as they will not always read accurately and may miss mistakes. Offer to the writer that the tutor read the paper to the writer, who is more likely to identify mistakes when heard out loud.

References

Dandurand, Riley N. (2023) “Destigmatizing Working with Dyslexic Learners,” Writing Center Journal: Vol. 41: Iss. 2, Article 5.

Jane Roitsch, Silvana Watson. (2019). An Overview of Dyslexia: Definition, Characteristics, Assessment, Identification, and Intervention. Science Journal of Education, 7(4), 81-86. https://doi.org/10.11648/j.sjedu.20190704.11

Lombardi, P. (2016). Understanding and Supporting Learners with Disabilities. University of New Hampshire. https://pressbooks.usnh.edu/understandingandsupportinglearnerswithdisabilities/chapter/dyslexia/