Improving learner outcomes

Dyslexia and Significant Difficulties in Reading
Supported learning for teaching professionals
Flexible self-paced learning
Flexible licensing options

About dyslexia and significant difficulties in reading

Dyslexia is a common difficulty, usually associated with problems with reading, writing and spelling. Students with dyslexia and significant difficulties in reading may:

It was a very insightful course with great resources too.


  • have difficulty with reading, writing and spelling
  • have a poor working memory, which affects sequencing and mental calculation
  • find it difficult to quickly process verbal instructions
  • appear to be disorganised and lacking concentration
  • display anxiety and poor self-esteem
Designed for professionals

It made me more mindful of students needs in my class. Particularly small changes I can make in regards to student outcomes.


Course outline

Dyslexia is a term that refers to difficulty in acquiring and processing written language. Students with dyslexia typically lack proficiency in reading, spelling and writing.

This course focuses on:

  • the causes, incidence and main characteristics of dyslexia
  • the impact of dyslexia and significant reading difficulties on learning
  • individual reading assessment and monitoring student progress
  • the development of SMART goals and targeted interventions
  • the importance of a whole school approach to teaching reading and providing personalised support
  • evidenced-based strategies to teach the critical aspects of reading
  • using assistive technology effectively
  • your responsibilities under the Disability Standards for Education 2005

This course is divided into sections.

  • Understanding
    You will learn about the causes, incidence and main characteristics of dyslexia, and some of the issues surrounding it.
  • Assessment for Learning
    Learn about the purpose and process of assessments and how to assess individual needs arising from dyslexia and significant difficulties in reading. Create three student focused SMART goals to start putting your learning into practice in the classroom.
  • Interventions
    Explore a range of adjustments to meet the needs of students with dyslexia and significant difficulties in reading. Learn how to individualise the class reading program and support learning across the curriculum. Understand the importance of a whole school approach to teaching reading and providing additional support.
  • Case Studies
    View real video examples that illustrate the needs of the individual, the interventions implemented and their resulting progress.

Providing professional learning in disability and inclusion since 2008

It is great to have access to the numerous online resources so that I can always go back and refer to them when supporting dyslexic students.

Classroom Teacher

Who is the course for?

Our Dyslexia and Significant Difficulties in Reading course is perfect for those who work in schools and specialist settings, such as teachers, learning and support teachers, teaching assistants and school leaders.

Over 179,000 participants worldwide

Why join the course?

Participants’ pre and post-course evaluations demonstrate significantly increased confidence in identifying, assessing and supporting students with dyslexia.

How would you rate your current skills in planning and implementing interventions for students with dyslexia?

  • Not confident
  • Somewhat confident
  • Fairly confident
  • Very confident


Pre chart
  • 5.5%
  • 68.4%
  • 15.3%
  • 0.7%


Post chart
  • 2.6%
  • 34.8%
  • 62.6%

As of December 2019

This course looks at the impact dyslexia and significant difficulties in reading can have on a student’s life and shows how you can make your classroom and practice more inclusive for these students. You will learn how to further understand their needs and develop a range of strategies to improve learning outcomes.

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Created by experts

What you will learn

On successful completion of the course, participants will be able to:

  • describe the relationship between phonological awareness and reading ability
  • explain the role that working memory has in learning to read, write and spell
  • examine the purpose and process of individual education assessments
  • apply a graduated approach to assessment using a universal, targeted or intensive staged process
  • use checklists to assess reading, comprehension, decoding and phonological awareness
  • identify co-occurring difficulties
  • provide strategies to teach decoding, spelling, comprehension, phonological awareness and reading fluency
  • systematically monitor progress in response to intervention, and plan next steps
  • evaluate how assistive technology can support student progress
  • work in partnership with parents to create an action plan to practice and improve literacy skills
  • set SMART goals and implement strategies to improve outcomes

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