Writing Tips for Students with Dyslexia and Other SpLDs

Writing is one of the most demanding tasks any student faces. For those with dyslexia, ADHD, dyspraxia, or other specific learning difficulties (SpLDs), it can feel particularly overwhelming. Ideas that feel clear in your head can seem impossible to get onto the page. Sentences get tangled. Structure feels out of reach.

The good news is that writing is a process, and processes can be broken down into manageable steps. With the right strategies, you can work with how your brain processes information, rather than against it.

Key point: Struggling with written assignments does not mean you lack ideas or intelligence. It means the standard approach to writing may not suit how you think. The tips below are designed to change that.

Why Writing Is Particularly Challenging with SpLDs

Writing is not a single skill. It requires you to manage ideas, structure, spelling, grammar, and handwriting or typing all at the same time. For students with SpLDs, this multitasking demand is where things often fall apart.

Here is how different SpLDs can affect the writing process:

SpLD	Common writing challenges
Dyslexia	Spelling difficulties, losing track of ideas mid-sentence, slow processing speed
ADHD	Getting started, staying on task, impulsivity leading to disorganised writing
Dyspraxia / DCD	Slow or uncomfortable handwriting, difficulty planning and sequencing ideas

According to the University of Reading's study skills guidance, students with SpLDs often find that "ideas may flash or tumble in and out of your mind, or compete for your attention" and that they may be "unsure how to order or develop ideas." This is not a lack of knowledge. It is a processing difference, and it responds well to structured strategies.

Practical Writing Tips for Students with Dyslexia and SpLDs

These strategies are used by specialist tutors and study skills coaches to help SpLD students at every level, from GCSE through to university.

1. Plan Before You Write

Starting to write without a plan is one of the biggest causes of disorganised work. Even a rough plan of five minutes can make a significant difference to the quality and coherence of what you produce.

Try these planning approaches:

• Mind maps: Draw a central idea and branch out with related points. This suits visual thinkers and gets ideas out of your head without worrying about order yet.

• Bullet point lists: Jot down everything you want to say in any order, then number the points in the sequence you want to write them.

• Voice notes: If writing ideas down feels hard, speak them aloud into your phone first. Then listen back and pull out the key points.

There is an existing guide on how to use mind maps for dyslexic learners that covers this in more detail.

2. Separate the Stages

Many students try to plan, draft, spell-check, and proofread all at once. For SpLD learners, this is particularly problematic because it overloads working memory.

Instead, work through these stages one at a time:

1. Plan (get your ideas out)

2. Draft (write without worrying about spelling or grammar)

3. Review (check for structure and sense)

4. Edit (fix spelling, grammar, and punctuation)

Giving yourself permission to write a messy first draft, knowing you will improve it later, removes a huge amount of pressure.

3. Write Short Sentences

Long, complex sentences are harder to construct and easier to lose control of mid-way through. Aim for sentences of around 15 to 20 words. If a sentence is getting unwieldy, split it into two.

Simple test: If you run out of breath reading a sentence aloud, it is probably too long.

4. Use Assistive Technology

Technology has made writing more accessible than ever. Tools that are particularly helpful for SpLD students include:

• Speech-to-text software (such as built-in dictation tools on Windows and Mac): speak your ideas and let the software transcribe them

• Text-to-speech tools: have your writing read back to you to catch errors you might miss visually

• Grammarly or similar tools: for checking grammar and spelling after drafting

• Microsoft Word's Editor: flags spelling and grammar issues with explanations

For a full breakdown of tools available to dyslexic learners, see the guide to assistive technology for dyslexic learners on this site.

5. Proofread Strategically

Proofreading your own work is difficult for any student, but especially for those with dyslexia, as your brain tends to read what you intended to write rather than what is actually there.

These approaches make proofreading more effective:

• Leave time between finishing your draft and proofreading it. Even an hour's gap helps.

• Read your work aloud, or use text-to-speech to hear it read back to you.

• Proofread in short bursts rather than all at once.

• Keep a personal list of words you frequently misspell and check for them specifically.

  
  

6. Ask for the Support You Are Entitled To

Students with a formal diagnosis of dyslexia or another SpLD are entitled to support at school and university. This can include extra time in exams, access to a scribe or word processor, and specialist study skills support.

If you do not yet have a formal assessment, it is worth exploring this. A diagnostic assessment provides a clear picture of your learning profile and opens the door to the right support.

A Note on Effective Study Habits

Writing does not happen in isolation. How you manage your time, your environment, and your energy all affect how well you can write. Students with SpLDs often benefit from structured study routines, short focused sessions (the Pomodoro technique, working for 25 to 50 minutes then taking a break, works well for many ADHD learners), and a workspace with minimal distractions.

For broader guidance on building study routines that work for dyslexic learners, the effective study habits guide is a good next read.

Getting the Right Support

If writing feels consistently difficult, despite trying different strategies, it may be time to look more closely at what is going on. A formal dyslexia or SpLD assessment identifies your specific learning profile, including your strengths as well as the areas where you need support. It also unlocks access to formal adjustments at school, college, or university.

At This Is Dyslexia, assessments are available for children and adults, both in person in Kent and online across the UK. If you would like to find out more, get in touch or explore the dyslexia assessment and coaching services available.

Writing with dyslexia or an SpLD is rarely easy. But with the right tools, the right strategies, and the right support, it is absolutely achievable.

Frequently Asked Questions

What is the best way for a student with dyslexia to start writing?

Start with a plan before you draft. A mind map, bullet list or voice note helps you get ideas out of your head first, so you can organise them into a clear structure before worrying about spelling or grammar.

How can ADHD affect writing assignments?

ADHD can make it harder to start, stay focused and keep writing in a logical order. Breaking the task into smaller stages, using short timed work sessions and drafting in quick bursts can make the process much easier to manage.

Is dyspraxia the same as dyslexia for writing?

No, but the two can overlap. Dyspraxia or DCD often affects handwriting, sequencing and planning, while dyslexia more commonly affects spelling, word retrieval and processing written language. Both can make writing feel slower and more demanding.

What assistive technology helps with writing?

Speech-to-text, text-to-speech, grammar tools and built-in editors like Microsoft Word's Dictate feature can all help. They reduce the effort involved in drafting, reviewing and proofreading, especially when writing feels tiring or slow.

When should a student seek a dyslexia assessment?

If writing, spelling or organisation are still causing problems despite using practical strategies, an assessment can help. It gives a clearer picture of your learning profile and can unlock support, adjustments and coaching. Find out more about dyslexia assessments for children and adults.