Mst. Rozleen Afsana Biswas and Md. Nur-Ul-Amin
Teaching English letters to children with dyslexia and other neurodevelopmental disabilities (NDDs), i.e., ADHD, Dyslexic, Autism Spectrum Disorder, and Intellectual Disabilities, is a tricky task requiring more than conventional instructional procedures. These children typically experience difficulties with phonological processing, visual discrimination, attention control, working memory, and motor coordination. Conventional alphabetical procedures typically exacerbate the difficulties rather than clarifying them. Using experience gained in working with special education and with the neurodivergent children over so many years, we have developed a structured, evidence-based teaching model. The model, founded on multisensory learning (MSL) and implemented by specially trained special educators under our supervision, is a step-by-step approach to teaching upper-and lower-case English letters using phonetic and pattern recognition visual techniques.
Instead of starting the alphabetic sequence in the conventional way we started with capital letters based on their phonetic characteristics following a principle of phonetics-based learning. This approach helps children internalize the link between the sounds and the related graphemes—establishing a strong phoneme-grapheme correspondence. As an example, during the earliest stage, letters such as U, Q, and W were introduced first because they involve rounded-lip articulation and back-of-the-mouth sounds. As instruction progressed, letters like G, Z, J, and K were introduced, selected on the basis of their similar articulatory features like fricatives and voiced plosives. Subsequent phases involved introducing sets like P, B, and V (bilabials and voiced fricatives), X and S (hissing and sibilants), and finally normal consonants like A, F, M, N, L, and H. By treating letters as sets within which they share characteristics, students were able to create more meaningful associations between the sound of a letter, how it is pronounced, and how it is visually represented.
To strengthen this phonetic learning, we employed multisensory instructional strategies involving auditory, tactile, visual, and kinesthetic pathways. Articulatory modeling with mirrors allowed children to visually observe mouth positions as they produced letter sounds. Acoustic feedback tools like record-and-replay devices helped children match their pronunciations with correct articulation. We incorporated auditory matching games where children would pair letter sounds with associated words or images, reinforcing both auditory memory and symbolic connection. Most importantly, we maintained a commitment to errorless learning throughout. Only one new letter was introduced per lesson to reduce cognitive overload and ensure focus which enabled each child to succeed without the discouraging impact of failure.
This careful pacing helped foster both confidence and competence. Recognizing that visual-spatial and motor challenges often made writing even harder than reading, we constructed a visual-form-based strategy for teaching writing. Instead of teaching capital letters through phonetic sequencing we grouped them based on visual similarity and stroke patterns. Letters like P, B, R, and D, for instance, were introduced first because they all share a vertical line with a rounded top or belly. This approach directly addressed issues like mirror writing and letter reversal, common among dyslexic learners, by training the eyes and hands to recognize and replicate stroke-based patterns. The next sets included letters with angular forms like A, N, and M, followed by open-bottom or angled-shaped letters like U, V, W, and Y. Easier letters with linear strokes such as I, H, T, and J were presented together, followed by right-angled forms like L, E, and F. Rounded letters like C, O, and Q, and complex shapes such as G, S, K, X, Z came last. By using a pattern-based learning framework for writing children were better able to remember the formation of each letter and apply motor planning more consistently.
Practically, this visual pattern approach was reinforced through direct instruction, visual discrimination training and the strategic use of visual cues and aids. we used letters made by hard paper made and textured cards for tactile tracing, allowing children to feel the shapes of the letters as they learned to form them. Whole arm air writing also gave added support to kinesthetic memory and motor coordination. We used colored markers to highlight stroke direction and starting points, making it easier to see and consistent. A crucial modification was the decision to use only one side of the paper for writing. This prevented mirror confusion caused by text bleeding through from the opposite side—an often overlooked but impactful detail for children with visual processing issues.
When it came to teaching lowercase letters, we extended the visual and stroke-based grouping strategy. These letters often more diverse in form and vulnerable to reversals (such as b/d or p/q), were introduced through a structured progression based on shared visual or motor characteristics. The initial group included upright letters with loops or hooks, such as a, d, t, u, v, and w. Then came m, n, and r, with their hump-like structures. Tall, ascending letters like b, h, l, and i followed. Circular and curved shapes such as o, c, and e were introduced next, while descending looped letters like f and p, and then q, g, y, and j, were taught later. Finally, crisscrossed and zigzag letters like x, k, z, and s completed the sequence. These phases were supported by scaffolding techniques that began with high-level support and gradually reduced as confidence developed within the learners. This progressive release ensured that children remained successful at each step and were not overwhelmed.
In order to maintain the learner’s interest and promote retention, we incorporated mnemonic strategies that gave each letter a familiar image or narrative, i.e., “B for Ball” or “D for Dog.” These association techniques provided meaningful context to abstract symbols. Narrative and symbol depiction facilitated memory enhancement and spurred learner motivation. Chunking approaches were also applied in the sense of grouping small clusters of letters in order to practice. Through rehearsal and recall sessions, we ensured that children could retrieve and repeat rehearsed information, strengthening neural circuits and automaticity. Overlearning and repetition, made possible through the use of spaced repetition schedules, were major features of the strategy. These strategies ensured that learning was not temporary but long-term and deeply embedded.
Working memory training was integrated into sessions through the application of visualization tasks, stories, and symbolic anchors, which reduced cognitive overload. Visual-spatial supports like directional arrows, letter boxes for alignment, and large-flashcards with anchor graphics assisted the promotion of spatial awareness and letter identification. Routine progress monitoring was conducted to track individual progress. Error analysis was applied to measure repeated errors and adjust instruction based on each child’s individual needs. Task analysis was even utilized to divide complex activities like writing into efficient manageable parts and offered clarity and diminished frustration. A concrete example of this method in practice can be seen in a classroom activity with 7-9 years-old dyslexic children. We introduced the letters P, B, and D through vocal sound modeling and articulation using mirrors. These children then observed corresponding flashcards linked to familiar images—P for Panda, B for Bat, and D for Dog. Using hard paper letters, the children traced each shape, followed by whole-arm air writing. The final step involved writing on large sheets, strictly on one side. The session ended with a sound-picture-letter matching game. Letter recognition and writing skills improved within a few sessions, demonstrating the power of multisensory, structured instruction tailored to neurodiverse learners.
The method we developed is rooted in global research and best practices, aligning with special education frameworks such as Structured Literacy, the Orton-Gillingham model, and Universal Design for Learning. It is cumulative, systematic and inclusive, promoting multiple means of representation, expression, and engagement. This model serves not only as a classroom intervention but also as a community-level approach that teachers, therapists, researcher and parents can adopt to support children who are often misunderstood or marginalized in mainstream educational settings. This pedagogy is a contextualized, genuine contribution that is designed to meet the special learning needs of neurodiverse children in Bangladesh and across the globe. It is an inclusive, respectful, and scalable pedagogy that recognizes the distinctive challenges of each student. With form, tolerance, and suitable strategies, all children—regardless of their learning profile—can learn the literacy foundations with possibility and respect. When we teach compassionately, we allow each child to learn with possibility.
Mst. Rozleen Afsana Biswas, Special Educator, IPNA, Bangladesh Medical University and Md. Nur-Ul-Amin, Consultant, Special Education; Teacher, JLR Special Education Teachers’ Training College.
