The accommodations bank
504 accommodations for dyslexia, by grade
The most useful 504 plans name specific accommodations, who provides them, and where. Bring this list to your meeting, circle what matches your child, and make sure each one lands in the plan with a name next to it. If something is refused as “too hard,” the plan should record what the school will do instead that provides the same access.
New here? Start with the step-by-step 504 guide — the letter comes first.
Kindergarten – 2nd grade
Build the foundation, protect the love of books
Reading access
Audiobooks for all content; adult or audio pre-reads of new decodable texts; never forced to read aloud cold (volunteer-only)
Phonics support
Extra structured-literacy time in small group; multisensory practice (letter tiles, tracing, sky-writing)
Writing load
Reduced copying; letter-formation practice without penalties; dictated answers accepted when the goal isn't writing
Testing
Oral directions repeated and checked for understanding; untimed or extended-time assessments; testing in quiet setting
Classroom
Seating near instruction; picture + word labels; movement breaks after table work; home-reader at independent level (not frustration level)
Home-school
Decodable take-home books matched to instruction; no weekly spelling list grades counted against report-card spelling
3rd – 5th grade
Keep content learning moving while reading catches up
Reading access
Text-to-speech for science/social studies texts; audiobooks for novels; access to library services for reading-disabled students; pre-taught vocabulary
Testing
Extended time (typically 1.5×); tests read aloud when reading isn't what's being measured; separate setting; chunked tests with breaks
Writing & spelling
Spelling not graded in content subjects; word banks; reduced-length assignments when the skill being assessed isn't volume; speech-to-text for long compositions; copy of class notes
Homework
Time cap agreed in the plan (e.g., stop after 40 focused minutes without penalty); audiobook versions of assigned reading
Classroom
Directions in writing + verbally; advance notice of big assignments; never cold-called to read aloud; check-for-understanding questions oral when needed
Organization
Teacher-posted assignments; second set of materials at home if needed; assignment planner checked/signed
6th – 8th grade
Independence with a scaffold — output and self-advocacy
Reading access
Text-to-speech / OCR on all digital texts; audiobooks parallel to assigned reading; teacher-curated key-passages instead of full-chapter re-reads
Testing
Extended time on all timed assessments; formula sheets / word banks; tests split across sessions; quiet-room testing
Writing
Speech-to-text for essays; graphic organizers required before drafting; grading rubrics that separate ideas from mechanics; typed work accepted everywhere
Homework & workload
Reduced problem sets when mastery is the goal; recorded audio summaries of readings; no penalty for late work due to documented accommodation use (per plan)
Self-advocacy
Student taught to request accommodations politely; a designated check-in adult; accommodations documented for substitute teachers
Grading
No spelling penalized in non-language-arts work; alternate demonstrations of mastery (oral report, project, build) when equivalent
9th – 12th grade
Transcript protection and college-entrance positioning
Testing
Extended time on all assessments incl. finals; College Board (SAT/AP) and ACT accommodations applied for EARLY — approval takes months; assistive tech allowed in all testing
Reading access
Audio/e-text for all assigned literature and textbooks; priority on obtaining accessible formats from publishers
Writing
Speech-to-text standard; drafts accepted over handwritten in-class work; rubrics that grade content over mechanics in non-English courses
Course load
Strategic scheduling (balance reading-heavy courses); substitution or modified requirements only where the plan and state rules allow; study-hall placement for tutoring blocks
Self-advocacy & transition
Student leads part of the annual 504 meeting; documentation packet prepared for college disability-services offices (colleges require fresh documentation)
Grading & GPA
No double-penalty for spelling/grammar outside language-arts assessments; make-up structures for missed work caused by accommodation failures
Accommodations change how a child shows what they know — they never lower what a child is taught. If your child needs to be actively taught to read (structured literacy), that's instruction, and it may point to an IEP rather than a 504 alone. This page is general information, not legal advice; your district's 504 coordinator has the final process word.