As a staff member supporting a P6 (10-year-old) pupil with dyslexia, I’ve seen first-hand the challenges she has faced. Her difficulties with reading and writing were considerable, and her learning had been affected by early speech and language delays. Despite her perseverance, progress remained slow. 

Before Clicker, she required one-to-one support in almost every lesson. Writing independently was extremely difficult - she struggled to spell even three-letter words, to find letters on a keyboard, or structure her thoughts clearly. Most of her writing was short, copied sentences - it was frustrating for her because she had so much more to say, but no real way to say it. 

“She started making connections between words and images, which helped with spelling and vocabulary development.” 

Clicker provided a new way for her to engage with writing. Right from the start, she interacted with its features in a way we hadn’t seen with other approaches. Using the Word Bank and ‘speak’ function, she was able to select words more confidently and began forming sentences independently. 

Adding pictures to support her writing was particularly effective. She started making connections between words and images, which helped with spelling and vocabulary development. As she became more confident, we gradually removed some common words from her Word Bank, encouraging her to type them herself. Though initially hesitant, she quickly began recognising and spelling these words independently – which was a really encouraging step forward! 

“Seeing her take that kind of ownership over her work was fantastic.” 

One of the best moments was seeing her use Colourful Semantics within Clicker. We set up colour-coded Word Banks to help her organise her sentences, and she really got into it—even colour-coding her own writing. Seeing her take that kind of ownership over her work was fantastic. 

Another key development was the use of Voice Notes. Initially, she was shy about hearing her own voice - but with a set of headphones for privacy - she started recording her ideas. She soon realised that listening back helped her structure her thoughts before writing. Now, she records longer ideas and independently transfers them into her writing. She’s even reached a point where we remind her to break up her sentences - something we never expected to be saying! 

“She now produces structured, multi-sentence pieces, using vocabulary beyond her independent reading level.” 

The progress this pupil has made with Clicker has been truly encouraging. While reading remains a challenge, her writing has developed significantly. She now produces structured, multi-sentence pieces, using vocabulary beyond her independent reading level. Most importantly, she has gained confidence in her own abilities. 

Clicker has provided her with a way to express herself, take ownership of her work, and engage with learning more independently. From a pupil who previously found writing a real struggle, she is now developing her skills and enjoying it! It has been so rewarding to see her progress, and I look forward to seeing how much further she can go.