Study skills workshops

by Heather Aird, a member of Dyslexia Scotland

Support for Learning teacher Heather reports on the study skills workshops she delivered to dyslexic learners

As a teacher, I know that preparing for exams can be stressful for all pupils. For pupils with dyslexia, revision can come with additional challenges. In my role as a Support for Learning teacher, many S4-6 pupils shared concerns about revision, including struggling to create a good time schedule, not knowing the best ways to study, and worrying they would not remember key information. To help, I planned and organised a series of five study skills workshops tailored specifically for pupils with dyslexia.

The workshops focused on: memory recall techniques; mind mapping for better organisation; digital tools to aid studying; effective note-taking strategies and organisation and timekeeping. Each session included a mix of slides, activities, and opportunities for pupils to create their own revision materials. At the end of each workshop, pupils received an information sheet to take home and share with parents and carers.

Pupils expressed concerns such as not having enough time, struggling to remember information, and feeling unsure about how to study properly. To tackle these issues, we explored different revision methods, helping pupils discover what worked best for them.

Timekeeping and organisation were major concerns. We discussed how to create a realistic revision schedule, breaking study time into manageable chunks. Pupils also practised using timers, planners, and apps to structure their study sessions.

For memory recall, we looked at techniques like using colours, repetition, and creating personal connections to information. Mind mapping was a key strategy, helping pupils visualise links between topics and break down

Many pupils found digital tools helpful. We explored apps that assist with text-to-speech, note organisation, and flashcard creation. At the same time, we recognised that paper-based methods, such as colour-coded notes and handwritten flashcards, were just as valuable. By offering a variety of strategies, pupils could choose what suited them best.

Feedback from pupils was overwhelmingly positive. They appreciated the structured support, with many finding it helpful to be taught how to revise.

One pupil shared that they had always struggled with revision because they did not know where to start. After the workshops, they felt more confident in creating a study plan. Another said they had never realised there were so many ways to revise and now had methods that worked for them.

Another shared, "It was good to be shown how to revise properly rather than just being expected to know how."

The success of these workshops has reinforced the importance of embedding study skills into regular learning. For teachers, incorporating explicit revision guidance into lessons can make a significant difference. Encouraging pupils to explore different strategies, personalise their revision, and utilise technology can transform their approach to studying.

For pupils with dyslexia, the right support can mean the difference between feeling overwhelmed and feeling prepared. By addressing their concerns, providing structured guidance, and equipping them with practical tools, we can help them navigate the challenges of revision and achieve their potential.

Download Heather’s study guides