OPINION: Not enough students with dyslexia have access to high-quality reading and writing instruction. AI can help.

Josh Clark

The Hechinger Report

Josh Clark's piece in The Hechinger Report, published on February 20, 2024, delves into the transformative potential of artificial intelligence (AI) in enhancing educational outcomes for students with dyslexia. Clark, who leads the Landmark School in the Boston area—a school dedicated to students with learning disabilities—shares both a professional and personal perspective on the subject, being a parent to two children with dyslexia himself.

The crux of Clark's argument centers on the capacity of AI to provide personalized learning experiences tailored to the unique needs of students with dyslexia. He envisions a scenario where AI empowers teachers to design varied and engaging assignments that cater to diverse learning styles, moving away from the traditional, one-size-fits-all approach that has dominated education. Clark argues that this not only facilitates a more inclusive learning environment but also significantly alleviates the time and resource constraints faced by educators, enabling them to offer more individualized attention and support.

Highlighting the innovative uses of AI at Landmark School, Clark points out how teachers are leveraging this technology to create decodable reading passages tailored to students' interests. This application of AI in generating customized educational content not only makes learning more engaging for students but also represents a significant time-saving advantage for teachers. Clark optimistically suggests that, with sufficient data, AI could revolutionize the way students with dyslexia learn to read, with teachers guiding this personalized learning process.

However, Clark also acknowledges the need for a strategic and mindful approach to integrating AI into the educational landscape. He calls for school leaders and educators to engage in meaningful discussions about the potential of AI to redefine learning for students with disabilities. This includes rethinking assessment methods to ensure that AI serves as an assistive tool rather than a shortcut to academic integrity.

The article underscores the urgency of embracing AI in education to address the longstanding inequities faced by students with learning differences. Clark argues that AI could democratize access to specialized, high-quality instruction that has traditionally been available only to those who can afford private education. This is particularly pertinent for public schools, where resource constraints often limit the provision of individualized learning experiences.

Moreover, Clark highlights the broader implications of AI literacy for preparing students for a future where creativity, problem-solving, and innovative thinking—skills often associated with dyslexia—are increasingly valuable. He emphasizes the importance of equipping students with the skills to navigate and shape the ethical dimensions of an AI-infused world.

In conclusion, Clark's opinion piece calls for a proactive and thoughtful engagement with AI in education, particularly as a means to support students with dyslexia. By leveraging AI to provide tailored, engaging, and effective learning experiences, educators can not only address the specific needs of students with learning differences but also prepare all students for the demands of a rapidly evolving technological landscape.

Source: Clark, J. (2024, February 20). OPINION: Not enough students with dyslexia have access to high-quality reading and writing instruction. AI can help. The Hechinger Report. URL

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Prepared with the assistance of AI software

OpenAI. (2024). ChatGPT (4) [Large language model]. https://chat.openai.com