Reading Strategies for Dyslexic Students When the Text Won't Stick

Quick Answer: Dyslexic university students can improve reading retention by pre-reading for structure before diving into content, reading in multiple short passes instead of one long session, using active annotation to force engagement, creating visual summaries immediately after reading, and accepting that re-reading is part of the process, not a failure. These strategies work because they match how dyslexic brains process and retain written information.

Reading academic texts when you're dyslexic isn't just slower - it's cognitively different. Your brain is working harder to decode, which leaves less energy for comprehension and retention. These strategies reduce the cognitive load of reading by breaking the process into stages, so your brain isn't trying to decode and understand and remember all at once.

1. Pre-read for structure, not content

When facing a dense chapter or journal article: Spend 5 minutes looking only at headings, subheadings, diagrams, and the first sentence of each paragraph. Don't try to understand it yet - just map what's there.

What to do: Skim through noting: how many sections? What are the main topics? Are there useful diagrams or tables? What seems to be the conclusion?

Why it works: Gives your brain a framework to hang information on. When you read properly, you're filling in a structure rather than building one from scratch while also decoding words.

2. Read in passes, not one marathon session

When you need to properly understand something: Read the same text 3 times with different purposes, rather than trying to extract everything in one go.

What to do:

• First pass: Just get the gist. What's this generally about?

• Second pass: Identify the main arguments or findings. What are the 3-5 key points?

• Third pass: Note specific details, quotes, or evidence you might need.

Why it works: Removes the pressure to catch everything first time. Your dyslexic brain can focus on decoding in early passes, then shift to meaning and detail once the words are more familiar.

3. Annotate to force active engagement

When your eyes are moving but nothing's going in: Use a physical action to anchor your attention - highlight, underline, write tiny notes in margins, draw arrows.

What to do: Don't just highlight what seems important. Write tiny one-word reactions: "why?", "example", "contradiction", "useful". Draw brackets around whole sections and label them.

Why it works: Physical annotation creates a second engagement with the text beyond just decoding. The motor action helps embed the content and stops passive re-reading of the same sentence.

4. Create a visual summary immediately after

As soon as you finish a section or article: Draw, map, or diagram what you just read before moving on to anything else.

What to do: Use a spider diagram, flowchart, timeline, or simple boxes and arrows. Include the key points and how they connect. Use colour if it helps. Don't write sentences - use keywords and visual links.

Why it works: Converts linear text into spatial/visual format, which many dyslexic brains process more easily. Creating the visual cements the content in a way re-reading doesn't.

5. Accept that re-reading is part of your process

When you feel frustrated that you need to read something multiple times: Understand that for dyslexic readers, re-reading isn't a failure - it's a necessary stage of your reading process.

What to do: Build re-reading time into your planning. If you know a 20-page chapter takes others 2 hours, schedule 3-4 hours for yourself across multiple sessions. Plan for it rather than feeling behind.

Why it works: Removes the emotional drain of feeling slow. When re-reading is expected, you stop fighting it and can use it strategically.

6. Use text-to-speech for a second input channel

When your eyes are tired or the text is particularly dense: Let your ears do some of the work instead of relying only on visual decoding.

What to do: Use built-in text-to-speech (Mac Preview, Microsoft Edge, browser extensions) or assistive tech like Read&Write. Listen while following along visually, or listen while doing something gentle like walking.

Why it works: Auditory input bypasses the decoding struggle. Many dyslexic students retain better when they hear information, and combining visual + auditory strengthens retention.

Common Questions About Reading Strategies for Dyslexia

How do I know which strategy to use when? Experiment with different approaches for different types of reading. Dense theory might need multiple passes. Empirical research might work better with structure pre-reading. You'll develop instincts about what different texts need.

Is it okay to not read everything on the reading list? Yes. Strategic reading is a crucial university skill for everyone, especially dyslexic students. Focus on core readings, use abstracts and conclusions to decide what needs deep reading, and be selective. Quality over quantity.

Should I tell my lecturers I'm dyslexic and reading takes me longer? That's your choice. Some students find it helpful to explain their process when asking for reading guidance or deadline flexibility. Others prefer not to. There's no right answer - it depends on the lecturer and what feels comfortable for you.

Will these strategies make me read at the same speed as non-dyslexic students? Probably not, and that's okay. These strategies aren't about speed - they're about retention and understanding. Reading more slowly but retaining more is better than skimming quickly and remembering nothing.

When Reading Remains a Significant Barrier

If reading is severely impacting your ability to access your course, it's worth exploring DSA support. Assistive technology like Read&Write, specialist study skills coaching focused on reading strategies for your specific course, or even a note-taker for particularly reading-heavy modules can all be accessed through DSA. Your university's disability service can help you start this process.