Although dyslexia is mainly characterised by difficulties in accurate and fluent word reading, research shows that many students also struggle with language and reading comprehension (Stevens, Hall, & Vaughn, 2022). This highlights the importance of designing reading materials that support both decoding and understanding. In this post, I will explore how adapting newspaper articles can reduce overwhelm and motivate interest among students with dyslexia.

Why Newspapers?

Akhter, Kausar and Faisal (2020) explain that “In instilling countless good ideas and building vocabulary, the role of newspapers is an established fact.” Beyond vocabulary growth, newspapers also “reflect the current language of the society,” exposing students to the kind of English they encounter outside the classroom. Unlike traditional textbooks, newspapers bring real events, authentic voices and real-world language into lessons. This makes learning feel relevant, purposeful and connected to students’ everyday lives.

Begin with a Visual or Video Hook

One strategy is to show a short video clip or image related to the newspaper article as a pre-reading activity. Asilestari et al. (2025) found that reading materials enhanced with visual information significantly improved literal comprehension and reduced processing difficulty compared to text-only materials. The visual stimulus helps to activate prior knowledge and encourages discussion. Instead of presenting a wordy paragraph filled with unfamiliar vocabulary, students approach the news article with some understanding already in place. This reduces cognitive load and allows them to focus more on meaning. When students feel prepared before reading, they are more willing to engage with the text, and it no longer feels intimidating.

In one lesson on digital device addiction, I began by showing a short video about a case in the Philippines where a mother had to spoon-feed her child because he was so absorbed in computer gaming that he refused to take breaks. Although the example was extreme, it immediately captured the students’ attention. They began sharing their views and relating the issue to their own experiences. By the time we moved on to the news article, they were already engaged and curious, making the text feel more relevant and approachable.

Supporting Readers Through Adaptation

Another step is to adapt the article without changing its main ideas. News articles are often written in complex sentences that are not always reader-friendly, especially for struggling or reluctant readers. When students are already using much of their mental energy to decode words, less capacity remains for understanding the message (Stevens et al., 2022). Rewriting the text may involve shortening sentences, organising ideas into clearer paragraphs, and simplifying the syntax. These adjustments make the article more accessible and manageable. As a result, students are more willing to try and gradually build confidence as readers.

For my lesson on digital device addiction, I used the MLP Curriculum Crafter (MCC) to assist me in adapting the news article. I wanted it to be manageable for my lower secondary school students so I got MCC to rewrite the article using prompts like ‘simplifying the structure’, ‘shortening sentences’ and ‘keeping the key vocabulary and main ideas’. After that, I went through the adapted text carefully again, further refining the wording to ensure that it suited my students’ needs. Using AI made the process more efficient, but my professional judgement remained essential in shaping the final version.

Original version :

Adapted version : 

Digital Addiction Among Youth in Singapore

Children and teenagers in Singapore are spending more time on their gadgets and smartphones. Many find it hard to stop using them. This has led to problems such as digital addiction and behavioural issues.

Counsellors and social workers say more young people are struggling with excessive use of social media, the internet, gaming and even pornography. Devices are now part of daily life, and the struggle for children’s attention is likely to grow.

Purposefully Retain Topic Specific Vocabulary 

In adapting the original newspaper article, I intentionally retained several topic-specific vocabulary items rather than simplifying all challenging words. These include terms such as ‘digital addiction’, ‘behavioural issues’ and ‘excessive use’. These words are central to the topic and valuable for students’ vocabulary development. As vocabulary targets, students can guess the meanings from context, discuss with their teachers about how the words are used, and try using them in their own speaking and writing. For example, the term ‘excessive use’ fits the theme and can be used later in expository writing to discuss the causes and effects of digital addiction. The discussion can be presented using collaborative platforms such as Padlet.  

In short, students are still able to learn and apply useful vocabulary through an easier reading text without feeling overwhelmed by the dense content of the article. 

Breaking the Text into Manageable Parts

Even with a reader-friendly version of the text, some students may still struggle to understand it and may not yet be independent readers. In such cases, they can be guided through the text by presenting it in smaller, manageable sections. Purposeful questions (e.g., 5W1H) can be directed to students so that reading feels more structured and they are able to focus on one key idea at a time.

Growing Beyond the Scaffold

My hope is that news article adaptation becomes more like a bridge rather than a permanent support. With structured guidance and scaffolding, students can gradually develop into independent readers who confidently transition from adapted texts to authentic materials. As their vocabulary develops and their reading skills improve, I hope they will not only understand what they read, but also reflect and think critically about the issues surrounding them.

Written by:
Juzailah Amin
Curriculum Developer
Lead Educational Therapist