In a groundbreaking 2008 study, researchers Sally and Bennett Shaywitz explored how the brain processes reading, and why students with dyslexia face unique challenges. Their work shows how attention and brain activity are linked to reading difficulties, and offers fresh insights into how to support students with dyslexia.
Key takeaways
- Dyslexia affects how the brain processes written language.
- Decoding (sounding out the words) is necessary, but fluency (accuracy, speed, and expression) is a separate skill that grows when teaching, practice, and attention supports work together.
- Many students make their best progress with consistent support and clear routines.
- If ADHD or attention concerns are present, speak with your GP or school SENCO.
- Tutoring can build reading accuracy, stamina, confidence, and exam readiness.
What happens in the brain
Brain imaging research shows a key difference in how dyslexic brains process text. In typical readers, specific pathways (often in the back of the brain) handle word recognition quickly and automatically. Studies, including work by Shaywitz and Shaywitz (2008), show these specific areas are often under-activated in readers with dyslexia.
This means that even after a student learns to sound out the words (decode), their brain may be working harder, using less efficient routes to identify each word. This neurological difference is why reading can remain slow and effortful, and why fluency (reading smoothly and automatically) is a separate skill that needs its own focus.
Why attention and executive functions matter
Attention, working memory, and planning support fluent reading. When attention dips, students may decode individual words correctly but lose the thread of a paragraph, or tire quickly in longer passages. This is common during reading for pleasure or at school, homework or tests where sustained focus is required. Framing attention as a support system for reading, not the cause of dyslexia, keeps the focus on practical help.
What effective support looks like in school
Progress is usually strongest when support targets both the reading and the conditions for learning.
- Structured teaching improves decoding, spelling, and word recognition.
- Guided reading out loud builds fluency, expression, and confidence.
- Clear routines, visual reminders, and timely feedback help students stay engaged.
If you have concerns about attention or possible ADHD, discuss them with your GP or the school SENCO so support plans can be coordinated. Medical decisions should always be made with a qualified professional.
Building fluency at home, ten minutes a day
Choose a section of a book that is a comfortable length and challenge. Read it aloud together once, then ask the learner to read it alone, and aloud two or three times, aiming for smoothness and expression. Give quick feedback, celebrate progress, and stop while it still feels manageable. Small amounts of consistent practice build stamina without overwhelming the evening. Consistency is better than quantity.
Planning for exams: start early
If reading speed or stamina affects exams, talk to the school about Access Arrangements. Evidence of the impact of dyslexia on working time is gathered over time, so earlier conversations help. Build exam practice and revision around any agreed arrangements so the exam day feels familiar.
How Sunbeam can help
Sunbeam provides one-to-one Dyslexia Tutoring across England and Wales, online or in person. Tutors are safeguarding-trained, insured, and hold Enhanced DBS checks. We focus on a holistic approach to dyslexia that makes homework and revision manageable. If attention is part of the picture, our Study Skills, Executive Function and ADHD-aware tutoring approaches help students plan work, manage time, and build confidence.
Practical next steps for parents
- Talk to school about current support, assessments, targets, and how progress is measured.
- Plan a short daily practice slot, for example ten minutes after a snack in the evening, with a clear start and finish.
- Use real-world goals such as preparing for class reading, GCSE texts, or a favourite topic (recommended).
- Monitor energy levels. If stamina drops, shorten the task, then build up gradually.
