Dyslexia accommodations in the classroom and on tests
By the IEP Atlas editorial teamLast updated
Short answer
Dyslexia accommodations give a student access to grade-level content when slow or inaccurate reading and spelling would block it. The most useful are audio access to text, speech-to-text or keyboarding, spelling not scored outside spelling tasks, extended time and read-aloud on tests. Write each with when, how much and who, and check state test rules before using it there.
A student with dyslexia often understands far more than they can read. A 7th grader who decodes at a 3rd grade level may follow a grade 7 science lecture with no trouble. Accommodations close that gap for content learning. Instruction closes the reading gap itself, so most students need both: accommodations in every class and structured reading instruction with measurable goals.
Below are 16 accommodations written the way they should read in an IEP or 504 plan. Each has a check. "A" means it is an accommodation: same content, same grading. Where a version of the support would become a modification, the note says so.
The IEP must list the accommodations a student needs in class and on state and district tests.[1] Each state sets which test accommodations keep a score valid, and reading tests have the tightest rules.[2]
Reading access
| # | Accommodation as written | Check | Grading and testing |
|---|---|---|---|
| 1 | Text-to-speech for all assigned readings in science, social studies and electives, on the student's school device, set up by the special education teacher by the second week of school | A | Same grading. Not for decoding or fluency assessments |
| 2 | Audiobook of each class novel in English, provided with the print copy, so the student can follow along | A | Same grading on comprehension tasks |
| 3 | Reading assignments given at least 2 days ahead, so the student can preview them with audio | A | Same grading |
| 4 | Not called on to read aloud in class without a passage given the day before | A | Same grading |
Item 1 is the most important support for most students with dyslexia, and it fails most often because nobody set it up. Name who sets it up and by when. A rewritten, easier text in place of the class text would be a modification; audio of the same text is not. See text-to-speech in the glossary.
Writing and spelling
| # | Accommodation as written | Check | Grading and testing |
|---|---|---|---|
| 5 | Speech-to-text for written responses over 3 sentences in all classes | A | Same grading on content. Check state rules for writing tests |
| 6 | Spelling not counted in grades for content-area tests and assignments; spelling scored only on English spelling and editing tasks | A | Same grading on content |
| 7 | Word bank of key content vocabulary for written tests in science and social studies | A | Same grading. Not allowed on most state tests |
| 8 | Copies of class notes or slides provided instead of copying from the board | A | Same grading |
Item 6 is often misread. It is an accommodation in science, because science does not grade spelling. If spelling were dropped from an English editing grade, that would change what English measures, so keep it scored there. Speech-to-text needs teaching too: dictation is a skill, and the student will need practice editing recognition errors.
Instruction and materials
| # | Accommodation as written | Check | Grading and testing |
|---|---|---|---|
| 9 | Directions read aloud and given in writing for every assignment and test | A | Same grading. Usually allowed on state tests |
| 10 | Handouts in a clear sans-serif font of at least 12 points, with space between lines | A | Same grading |
| 11 | Key vocabulary for each unit given a week before the unit starts, with audio pronunciation | A | Same grading |
These cost little and help many students. Item 11 lets the student learn to say and recognize content words before they show up in a dense text.
Homework and time
| # | Accommodation as written | Check | Grading and testing |
|---|---|---|---|
| 12 | Time and a half on tests, quizzes and in-class reading or writing tasks over 15 minutes | A | Same grading. Check the state manual for the amount |
| 13 | Reading-heavy homework capped at 30 minutes per class per night, with the student marking where they stopped; graded on what was completed | M | Grading changes. Needs a team decision |
Item 13 is marked M because the student is graded on less work. Sometimes that is the right call, but it is a modification and should be written as one. An accommodation alternative is audio for the same homework plus an extra day. The accommodations vs modifications page explains the difference with 30 pairs.
Tests
| # | Accommodation as written | Check | Grading and testing |
|---|---|---|---|
| 14 | Test questions and answer choices read aloud, by an adult or text-to-speech, on math, science and social studies tests | A | Same grading. Most state manuals allow this outside reading tests |
| 15 | Small-group or separate setting for tests over 20 minutes, so the student can use audio | A | Same grading. Usually allowed |
| 16 | Answers marked in the test booklet or dictated to a scribe on tests with bubble sheets or long written answers | A | Same grading. Check the state manual for scribe rules |
Read-aloud on reading comprehension tests is a special case. On a classroom test, the team can decide. On a state reading test, many states restrict it because it removes the decoding part of reading. The page on testing accommodations explains how state rules differ.
Choosing the right set
Most students with dyslexia do well with 4 to 6 of these. A common core is items 1, 5, 6, 12 and 14: audio access, dictation, no spelling penalty in content classes, extra time, and read-aloud on non-reading tests. Add others from present levels.
| Barrier in present levels | Accommodations to consider |
|---|---|
| Decodes well below grade level | 1, 2, 3, 14 |
| Spells phonetically; avoids writing | 5, 6, 7 |
| Reads accurately but slowly | 3, 12, 15 |
| Anxious about reading in front of peers | 4, 15 |
| Struggles to copy and take notes | 8, 11 |
Track use for 4 to 6 weeks with the opportunity data sheet: offered, used, or refused. A student who refuses audio in class may be embarrassed. Headphones and a quiet setup often fix that.
Accommodations and goals together
Accommodations should never replace reading instruction. A student who listens to every text and never gets decoding instruction will fall further behind in reading. Pair the access supports with goals for the skill.
- Audio access (item 1) goes with decoding and fluency goals from IEP goals for dyslexia.
- Speech-to-text (item 5) goes with a goal for editing dictated writing, such as those in the written expression goals.
- For older students, see IEP goals for high school students with dyslexia, which includes goals for using these tools on their own.
The dyslexia goal hub lists every template tagged for dyslexia. For how dyslexia fits under specific learning disability eligibility, see the cluster guide on specific learning disability IEPs. Students with dyslexia and ADHD may also need supports from the ADHD accommodations page.
Frequently asked questions
What is the best accommodation for dyslexia?
For most students, audio access to text: text-to-speech or audiobooks for content reading. It lets the student learn grade-level content while reading skills catch up. It works only if someone sets it up early and teaches the student to use it.
Can a student with dyslexia get read-aloud on state reading tests?
It depends on the state and the test. Many states restrict read-aloud of reading passages because it changes what the test measures. Some allow it for students who meet narrow criteria. Check the current state accommodations manual.
Does a student with dyslexia need an IEP or a 504 plan for accommodations?
Either plan can list accommodations. A student who needs specialized reading instruction with goals needs an IEP. A student who reads adequately but slowly and needs only access supports may be served by a 504 plan.
Use it in IEP Atlas
- IEP goals for dyslexia
- Dyslexia in the IEP glossary
- Accommodation in the IEP glossary
- Modification in the IEP glossary
- Text-to-speech in the IEP glossary
Related guides
- IEPs for specific learning disabilities and ADHD: goals, supports, eligibility
- IEP goals for dyslexia: 20 examples by reading skill
- ADHD accommodations in the classroom
- Testing accommodations for students with IEPs
- IEP for dyslexia: an example and what to ask for
Sources
- 34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School
- 34 CFR §300.160: Participation in assessments, Legal Information Institute, Cornell Law School
Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.