Reading can take a lot of energy for learners with dyslexia. Everyday classroom tasks, such as working through a chapter, completing a worksheet or revising for a test, may take longer and demand more concentration. Over time, this can affect a student’s confidence, their motivation and ability to take part in learning.
These challenges were at the heart of a webinar hosted by PATOSS and Dolphin, where accessibility specialist Simon Kitchen explored how assistive technology can transform reading experiences for learners with dyslexia and other special educational needs and disabilities (SEND). Drawing on research, classroom experiences and practical demonstrations, the session highlighted how accessible reading can empower learners to become more independent, engage in reading and achieve positive outcomes in education and beyond.
During the webinar, Simon described a familiar classroom scenario: students are asked to read a chapter of To Kill a Mockingbird before returning the next day for a discussion or quiz.
For many learners with dyslexia, this is not a straightforward task.
As Simon explained, students may find themselves re-reading the same sentence several times without fully understanding it. Others struggle to keep pace with classmates, becoming increasingly aware that everyone else seems to be moving ahead more quickly. Some may avoid asking for help because they do not want to draw attention to their difficulties.
These experiences can lead to frustration, reduced confidence and disengagement from learning.
“Without accommodations in place, we are impacting young people’s ability to be able to read and learn independently. This may impact their motivation to learn and subsequently their ability to reach their full potential.”
For educators, the challenge is equally significant. Schools are supporting increasing numbers of pupils with SEND, while teachers find they’re often spending valuable time creating alternative versions of materials, enlarging text, applying coloured overlays or providing additional reading support.
While it’s important teachers and support staff make content accessible for inclusive classrooms, they should do this in ways that are manageable for their workload as well as sustainable and personalised to each student.
A key message throughout the webinar was that accessibility is not the same thing for every learner.
Dyslexia affects individuals differently, and no single accommodation works for everyone. Some learners benefit from coloured backgrounds, while others need adjustments to spacing, font or text size. Many find text-to-speech support invaluable for reducing cognitive load and improving comprehension.
As Simon pointed out: “Accessibility means different things to different people.”
The goal is therefore not simply to provide support, but to provide choice. When learners can tailor reading to suit their needs, barriers are reduced and understanding improves.
Research supports this approach. Simon referenced the Department for Education Accessible Resources Project, which investigated the impact of providing accessible curriculum materials alongside assistive technology.
The results were compelling. When accessible curriculum materials were provided:
These findings reinforce a simple but powerful belief: when accessibility improves, outcomes improve too.
EasyReader Education was developed to help all print impaired learners read in ways that work best for them. Rather than expecting students to adapt to traditional print formats, EasyReader Education allows reading materials to adapt to the individual.
With EasyReader Education, learners can:
Crucially, EasyReader connects students to accessible content through RNIB Bookshare. This is a UK-based library of education titles provides print impaired people with access to over 1.3 million curriculum-aligned titles. Eligible students can instantly access a huge range of reading materials, from classroom texts, revision guides and class novels, without waiting for alternative formats to be created.
As Simon explained: “We are helping to make sure that every young person with special education needs can read in a way which is accessible for them.”
One of the strongest themes throughout the webinar was independence.
Too often, learners with dyslexia become reliant on adults for support in accessing reading materials. While support is important, independence is equally valuable.
Research projects conducted with the University of Derby found that students using EasyReader became less reliant on adult support because they could personalise reading themselves. Instead of requesting enlarged copies, coloured overlays or additional reading assistance, learners could simply adjust their settings and begin reading. This self-sufficiency has benefits far beyond reading ability.
When students feel capable of accessing learning independently, confidence grows. They are more likely to participate, persevere and engage with learning activities.
Eva, an EasyReader user commented:
“By making my study materials more accessible, Easy Reader allows me to engage in my coursework in a way that suited my learning style... I walked into my exams being well-prepared and confident.”
The National Year of Reading has highlighted concerns around declining reading engagement among young people.
The National Literacy Trust reported that in 2025 only one in three young people enjoyed reading in their free time, representing a significant decline over the last two decades.
For learners with dyslexia, the relationship between reading and enjoyment can be particularly challenging. When reading feels difficult, reading for pleasure can easily disappear. Accessible reading helps change that.
University of Derby research highlighted how students who could access books that genuinely interested them became more engaged with reading for pleasure, and spent more time reading independently. In some cases, learners even reported that with accessible books being readily available, they read more at home than they had previously.
This highlights an important shift as young people are able to rediscover their own enjoyment and confidence in reading, and not only use it to improve academic performance.
The webinar also explored how assistive technology can support deeper learning. EasyReader Explore tools help learners engage more actively with text, to support comprehension and retention, by generating:
Importantly, these tools are designed to support learning rather than provide shortcuts. When learners answer a question incorrectly, the system encourages them to revisit the text and find evidence themselves instead of simply giving them the answer.
As Simon explained: “We're not giving the students the answer. We're encouraging them to go back to the text.”
This approach promotes understanding, independence and critical thinking while helping learners prepare for class discussions, assessments and exams.
The PATOSS webinar highlighted something every educator already knows: learners with dyslexia can achieve remarkable things when barriers are removed.
Assistive technology such as EasyReader Education helps make this possible by combining accessible content, personalised reading tools and support for independent learning. Providing a level playing field for every young person means they can really flourish throughout their time in school. Accessible reading helps ensure every learner has a fair opportunity to engage with reading, demonstrate their understanding and fulfil their academic potential.
For learners with dyslexia, levelling the playing field can begin with something as simple as being able to read in a way that works for them.