Three of the five tutors delivering the adult basic literacy course at the college attended staff training on the effects of dyslexia on the acquisition of literacy skills.  After the course they combined their notes and typed them up for their colleagues who were unable to attend. Their colleagues found the following information particularly helpful.

• The experience of dyslexia between individuals is as varied as the experience of the common cold (different symptoms and different degrees of severity).
• The kinds, patterns and levels of difficulty in literacy vary according to the particular nature of the condition in the individual learner.
• Many dyslexic learners have experienced failure to learn by traditional methods, and many will have experienced remedial classes that may have reinforced their failure to learn.
• It is particularly important to identify and understand the adult’s difficulties and use approaches that suit their learning style and give them an experience of success.
• Dyslexia is independent of intelligence and affects at least 10 per cent of the population, 4 per cent severely
• Dyslexic adults were often not identified at school and therefore may not know they are dyslexic.
• Many of these undiagnosed dyslexic adults attend basic skills classes and need basic skills support for academic or vocational courses or for work.
• Dyslexic learners are likely to have some or several of the following difficulties to differing degrees:
• discriminating or 'holding' sounds which results in problems decoding when reading; confusing or omitting sounds when spelling; word confusions or mispronunciations
• recognising letters or familiar words when reading, or remembering the visual image of a word; remembering the sequence of letters in spelling or numbers and signs in maths
• a poor short-term or 'working' memory, or difficulty storing and retrieving linguistic information - this can affect their ability to remember language-based information such as instructions or copying from the board
• poor motor integration resulting in difficulties controlling a pen when writing; omitting or repeating letters when spelling
• directional confusions (particularly distinguishing between left and right)
• problems with sequencing and organisation
• a poor sense of time
• getting lost easily
• difficulty achieving 'automaticity' or fluency of skills.

When working with dyslexic adult learners…

• avoid repeating approaches that have not worked in the past. Use approaches that match the learner’s learning style. Do not keep trying phonics or 'look and say' if these methods have previously failed.
• teach basic skills in a context. Use learners' own written work and materials from a vocational area the learner is studying or working in, or subject content that is of particular interest to the learner (e.g. car repair, recipes, stories, environment or family history).
• help learners understand their learning styles, their strengths and weaknesses, and how their dyslexia affects their learning.
• find teaching methods, approaches and materials that suit their learning styles, such as using highlighters and scissors and paste to manipulate written materials.
• encourage learners to find their own strategies so that they become independent in their learning. For example, talk to learners about how they get around certain difficulties, or offer them memorising techniques. Look at mnemonics (a visual approach to learning), auditory strategies and learning by doing.
• recognise that processing difficulties will not be overcome by practice, so avoid persisting with ineffective approaches such as trying to get the learner to 'hear' the sounds.
• when addressing weaknesses, such as poor comprehension in someone with poor (visual) word recognition, 'scaffold' the skill to be learned and look for compensating strategies such as the use of tapes.
• see technology not only as a tool for supporting the development of basic skills, but also as a potential 'way in' to developing the skill, or an alternative means of access. Some people may never master the skills for spelling, and it is important that they should have access to literacy that is independent of spelling.
• encourage learners to make visual representations of information, such as mind maps - they will then be able to recall this more easily.
• when preparing handouts, pay attention to how easy they are to read and consider using more accessible, sans serif, fonts.
• use colour and imagery to highlight key points or important details.
• offer a range of lined coloured paper for learners to write on (this may have to be photocopied or specially ordered). If learners have a colour that is best for them, ensure all handouts are printed on it for them or encourage them to use coloured transparent overlays.
• emphasise over-learning to help get learning into long-term memory.
• teach spelling through an individualised spelling programme
• use multisensory approaches to develop strengths and support weaknesses.

Based on information from the Department for Innovation, Universities and Skills

Two people with the same disability can experience different effects. Furthermore, the effects of one disability can be similar to the effects of another (for example, deaf learners and learners who have autistic spectrum disorders may both experience difficulties in using abstract language).