Delayed reading
Advice on suitable adaptations for reading instruction.
Provide text-to-speech or speech-to-text software to reduce barriers to accessing and producing written content.
Enable live captioning during lessons, videos, and presentations so that spoken content is immediately accessible in text form.
Offer books electronically, such as on tablets or iPads. This allows learners to adjust settings (e.g., font size, brightness) for comfort and accessibility.
Provide reading stands to support a comfortable and ergonomic reading position.
Timetable breaks when texts are read aloud and signed to a group. This prevents cognitive overload and auditory fatigue in deaf learners.
Offer signed books and video books for learners whose first language is BSL. This supports language development and engagement with reading in their preferred language.
Allow processing time before offering help, and provide minimal, consistent support only when needed. This encourages independence and reduces cognitive pressure
Stock books and films featuring deaf characters in classrooms and libraries to promote inclusion, positive identity, and representation.
Apply colour coding to show phonic patterns to provide a visual prompt.
đź”—Visit reading in the cognition and learning guidance for further strategies.