Adapting Tests for Students with Dyslexia
(using the Test an Assessment CD‐ROMs)
The provision of the tests in WordTM on the English File Test and Assessment CD‐ROM represents a
flexible resource for adapting tests to make them suitable for dyslexic students.
Dyslexia covers a range of situations, but here are some general guidelines for adapting tests to
make it more suitable for these students.
Layout and text organization …………………………………………
1. Font style: sans serif is the recommended font type for dyslexic students. The WordTM versions
of the tests on the disk are already set in a sans serif font.
2. Font size: the recommended font size is between 13 and 16 pt size (depending on the individual
font used). The font size on the WordTM pages provided on this disk is already larger than that
used on the printed page tests, though you may wish to increase it further.
3. Spacing: make the pages ‘lighter’ to aid legibility. Increase the spacing between exercises and
between lines (at least 1.5 spacing between lines). The tests on the WordTM pages provided are
already spaced out in this way, and much more than on the printed page in the Tests and Resource
Book, though you may wish to space them out further.
4. Single column text: avoid text set in 2 columns on the page. The pages on the WordTM pages
provided on this disk are already set in a single column.
5. Align text to the left.
6. Use short paragraphs and short sentences/line lengths where possible.
7. Remove italic.
8. It is useful to colour code headings, rubrics (instructions) or key words within rubrics (for
example ‘Past simple’). This, however, is clearly only suitable if you have access to a colour printer.
9. It can also be a useful aid to reading to add a very pale pastel tinted coloured background to
the text. Therefore if possible, photocopying onto lightly coloured paper is recommended.
Content/Task types …………………………………………
1. Keep rubrics (instructions) short and simple.
2. Include a clear example.
3. Skills Tests:
a For dyslexic students, we suggest deleting freer, semi‐structured exercises (for example, freer
writing, dialogue completion, etc). You may wish to substitute these with other structured
exercises.
b Keep Reading texts to no more than 250 words per page.
c Organize the texts further into shorter paragraphs and use bold to highlight the key words at the
beginning of each new paragraph or give a new sub heading to each new paragraph.
d We suggest you delete activities which require the use of 2 skills simultaneously. For example,
Listening tasks, which require the student to listen and write at the same time.
e It is recommended to use Writing and Speaking tasks which offer indications of what
information to include, rather than completely open tasks.
f Please note that when evaluating Writing tasks submitted by dyslexic students, spelling errors
should not be taken into consideration.