Schools failing dyslexic children due to outdated methods, report says

Schools are often failing dyslexic children through outdated teaching systems, according to a report by 26 dyslexia specialists.

Students with dyslexia find themselves trapped in a system of continuous testing in which they do not perform at their best and must sit through teaching methods that could cause them humiliation among their peers and emotional distress, the experts said.

The findings were published in a report by the Malta Dyslexia Association (MDA), which is calling for a review of classroom methods, assessment structures and exam formats to better support students with neurodivergent learning profiles.

The extensive study compiles insights from a panel of 26 local dyslexia specialists who participated in a multi-session forum funded by the Small Initiatives Support Scheme.

The panel concluded that current systemic gaps – ranging from a heavy reliance on traditional paper-and-pen testing to insufficient specialised teacher training – are creating avoidable social and academic barriers for students.

“Teachers should minimise unnecessary performance pressure on learners with dyslexia, who should not be asked to read aloud individually in front of the class or put on the spot through quick-fire questioning,” the report said.

Instead, the MDA called for alternative, inclusive strategies. These include choral or game-based reading to foster fluency, alongside giving students adequate time for silent reflection or partner discussion before they are expected to answer questions.

Testing

A primary area of concern involves school-based assessments (SBAs). While the SBA policy was originally designed to function as a low-stakes tool to help students do better in school, the experts observed that many schools implement them in a way that could heighten anxiety in children with dyslexia.

“Assessment practices should be reviewed to ensure that learners with dyslexia are appropriately supported to demonstrate their learning, bearing in mind specific implications such as difficulties with access, expression and production, concentration, working memory, processing speed and language processing,” the report concluded.

Assessment practices should be reviewed

The current implementation of SBAs creates excessive stress, with learners often feeling constantly under pressure rather than supported in their learning. To remedy this, schools should move beyond traditional testing formats toward more authentic, low-stakes assessment methods that integrate seamlessly with the learning process, it said.

The expert panel remarked that, under current conditions, “the assessment process itself may be inadvertently undermining learners’ attainment”.

Concessions

The report notes that students navigating dyslexia regularly experience heightened anxiety and challenges related to self-esteem due to performance pressure. This is further worsened in the system through which they skip from secondary to post-secondary and tertiary education, the report said.

“The requirement for students with learning difficulties to demonstrate two unsuccessful attempts at passing the core SEC subjects of mathematics, Maltese and English before qualifying for University of Malta entry concessions should be urgently reviewed and discontinued,” the experts warned.

“For learners with a documented learning profile justifying such measures, these concessions should be granted by default (subject to attainment of specific course requirements) to ensure an inclusive and dignified pathway to tertiary education. Retaining the current failure-first requirement risks discouraging and effectively denying many students the opportunity to pursue tertiary education, to the detriment of their mental health, prospects and socioeconomic contributions.”

The report also insists teachers and those who are studying to become teachers should receive more specialised training in the field.

“In order to broaden their professional expertise, educators should be supported and sponsored to attend training opportunities beyond those offered by their affiliated institutions, including conferences, talks, and workshops provided by external organisations,” the report said.

The MDA recommended that a structured literacy approach be standard practice across early education to ensure a more inclusive education.

The panel also recommended schools establish clear points of contact, such as literacy specialists, to guide parents and staff through available resources.

Dyslexia is a neurodevelopmental condition that affects how the brain processes written and spoken language. People with dyslexia struggle to accurately or fluently recognise, spell and understand words and sentences.

Research has found the condition is not a reflection of a person’s intelligence or desire to learn. People with dyslexia are often highly creative and intelligent but their brains are simply wired differently when it comes to language.