Early dyslexia screening helps teachers spot reading-related challenges before they turn into long-term barriers. In this episode of The Talking Dyslexia Podcast, Jack Churchill shares how delayed support can widen the attainment gap, and how early intervention, smart tools and confident teaching can change outcomes for thousands of pupils.

Early identification matters because pupils who wait too long for support often fall further behind each year. In today’s conversation, we explore Jack’s personal journey, the systemic challenges schools face, and the huge potential of emerging assistive technologies.

How Late Identification Widens The Literacy Gap

Late identification widens gaps because pupils lose years of progress before the right support reaches them. Jack explains that before his diagnosis, he sat “at the bottom or one above the bottom” of every class ranking, a quiet sign of an unmet need that went unnoticed for too long. This goes to the heart of SEN identification, which is all about recognising early signs so that intervention can make a real difference.

He shares that once he finally received support, everything changed. Extra time, tailored teaching and consistent encouragement helped rebuild confidence that had been worn down by years of silent struggle. Pupils with similar profiles deserve that shift much earlier. The literacy gap is not just academic; it shapes motivation, self-belief and long-term outcomes.

Jack’s story shows how transformative early support can be. After falling behind in primary school, he went on to complete eight GCSEs, A levels and eventually build a successful company. The difference was not ability, it was timing, diagnosis and the right help.

Technology’s Role In Closing The Gap For Neurodiverse Learners

Technology helps reduce barriers for neurodiversity in the classroom by giving pupils tools that lower stigma and increase independence. Jack highlights how reader pens replace human readers in exams, helping pupils feel less singled out while also freeing staff time. Using a pen rather than an adult often boosts pupils’ confidence and sense of control.

He also talks about learners who failed GCSEs twice but passed once they used technology that allowed them to read the questions properly. When a pupil spends the first part of an exam trying to decode text instead of answering questions, their score reflects decoding difficulty, not subject knowledge. Removing that barrier gives pupils a fair chance to show what they know.

Jack describes technology as a “great enabler”, a tool that does not judge, does not tire, and can be used repeatedly without shame. From translation tools to text to speech features, assistive tech offers adaptable and approachable support for pupils with varied needs.

What AI-Enabled Support Could Mean For Schools

AI could transform classrooms by generating personalised content for every learner. Jack shares the example of a college where teachers upload a lesson, for example a topic on the Romans, and AI instantly creates different versions of the content for pupils with varied needs, languages or reading levels. This creates huge potential for supporting students with SpLD profiles.

AI also reduces teacher workload. With tight budgets and rising demands, expecting educators to master dozens of tools is not realistic. Curated, safe and pre vetted resources, supported by national training, help schools integrate technology confidently without adding extra pressure.

AI powered tools, from vocabulary supports to personalised video explanations, give learners new ways to understand and revisit content. Jack’s vision of mass personalisation is rooted in inclusion, reducing stigma, boosting independence and helping pupils genuinely thrive.

Conclusion: Helping Schools Act Earlier

Supporting pupils early strengthens executive function skills and prevents long term disadvantage. Jack’s experience shows that when identification is timely and tools are accessible, pupils’ confidence and outcomes can improve significantly. Schools deserve simple, reliable ways to act early and support every learner.

If you want to understand how Talamo can help your school start early screening with confidence, you can click here.