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The school closures as a result of the COVID-19 pandemic present an opportunity to assess what we view as learning. If we look at our curriculum, we should ask, “What is the most important thing I want my students to learn?” In the end, the most valuable things we can teach are to be curious enough to ask questions that lead to learning and then able to communicate what you’ve learned.

When it comes to communicating, writing is the most cognitively demanding task we ask our students to perform. Spelling alone is an analytical activity calling on visual, processing, memory and more. Combine this with forming the content, organizing it, editing the final product and the underlying stress of COVID-19 and it’s no wonder why students feel overwhelmed.

Teaching and learning for students with dyslexia in a distance learning environment is going to look different depending on many factors: students’ age, the availability of online resources, the severity of dyslexia and attending challenges, and the amount of teacher support. With all of the variations in situations, here are consistent factors that educators should consider in online learning for students with dyslexia.

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