Most teachers know that screens play a major role in children’s lives. Parents are aware too—96% say digital devices shape their child’s development. The challenge isn’t whether screens are present, but how they’re used. For students with dyslexia, this is even more critical: How do we separate recreational screen time from tools that genuinely support reading and learning?
Research and classroom experience confirm what many educators already see: overexposure to screens can cause challenges for all students, including those with dyslexia. Parents frequently report:
Importantly, screens do not cause dyslexia or ADHD. These are neurodevelopmental differences. But unstructured, unlimited screen use can reduce language exposure, affect concentration, and overtax visual systems.
The question for teachers isn’t whether screens are “good” or “bad,” but how to make technology purposeful and balanced in school.
When used thoughtfully, technology can be a powerful ally for struggling readers. Speech-language pathologists and literacy researchers note that digital tools can:
Digital supports for dyslexia can fit seamlessly into instruction:
Experts emphasize that balance is key. Passive use, like watching videos, has limited benefit. Active use, such as reading with text-to-speech or practicing rhythm-based decoding, can strengthen skills. The goal is not to eliminate screens, but to integrate them intentionally alongside reading instruction, writing practice, and non-digital activities.
Educators also play a role in guiding parents. Encourage families to:
Technology is not a cure for dyslexia, nor is it the enemy. When applied with purpose, it can become a meaningful accommodation and practice tool that supports evidence-based reading instruction. The difference lies in balance, intentional use, and clear guidance from educators and families.