Built for every learner.
Including the ones who have always found reading hard.
Many children with dyslexia or additional learning needs are exceptionally bright. The barrier is not their ability. It is how reading has been presented to them. Everybody Reads changes that, with stories built around their interests, tools that reduce cognitive load, and a reading experience that puts them in control.
The problem has never been their intelligence.
Children with dyslexia are statistically more likely to be creative, lateral thinkers with rich ideas and strong verbal ability. But the way reading is traditionally taught and assessed often obscures that entirely. By the time many of them reach upper primary, they have already internalised a story about themselves as poor readers. That story is very hard to undo with a graded reader and a comprehension worksheet.
Everybody Reads does not try to fix the child. It changes what they are being asked to read, and how they are being asked to read it.
What the research tells us.
The British Dyslexia Association consistently identifies two factors that make the biggest difference for dyslexic readers: reducing the visual and cognitive demands of text, and increasing personal relevance and motivation. When a child is genuinely interested in what they are reading, they persist through difficulty. When the text is presented in a way that reduces strain, they can focus on meaning rather than decoding.
Everybody Reads addresses both. Every story is chosen by the student, and every accessibility feature is designed to reduce the effort required to access the text.
“Motivation and interest are not peripheral to reading development. For children who find reading effortful, they are the difference between engagement and avoidance.”
Motivation is not a nice to have. For struggling readers, it is everything.
When a child with dyslexia or additional support needs is engaged with a story, they read through difficulty in a way they simply will not for a text that means nothing to them.
Everybody Reads lets students choose their own topics and puts them at the centre of their own story, at exactly their reading level.
That combination of personal relevance and appropriate challenge is precisely what the research points to as the most effective condition for reading development.
Designed to reduce cognitive load, not add to it.
Everybody Reads includes a range of features that make the reading experience more accessible for students with dyslexia or other SEN/ASN. Students can adjust text size and line spacing to find what works best for them.
When they encounter a word they find challenging, they can tap on it to hear it read aloud, see a simple definition, and read an age-appropriate example of the word used in context.
These are not workarounds. They are built into the reading experience so students can access them without drawing attention to themselves or interrupting the flow of the story.
Every story can be listened to, not just read.
For students who find decoding particularly tiring, Everybody Reads includes text-to-speech functionality across the whole platform. Students can have any part of the text read to them at any point.
This is not a separate mode or a flag that marks them out. It is simply available, for anyone who wants it, whenever they want it.
For many students with dyslexia or other SEN/ASN, being able to listen while following the text is the difference between engaging with a story and giving up on it.
No one knows what level anyone else is on.
In a mixed classroom, SEN/ASN students are often acutely aware of the gap between what they are reading and what their peers are reading. Everybody Reads removes that entirely.
Every child in the class has their own story, on their own screen, at their own level. There is nothing to compare.
A child with dyslexia or additional support needs is not working from a different pile of books. They are just reading their story, the same as everyone else.
Reading age updates with every chapter. There is no finish line.
For students who have had a difficult relationship with reading, progress can feel slow and the goalposts can feel distant.
Everybody Reads tracks reading age continuously, so every chapter a student reads contributes to a live, updating picture of where they are. Teachers can see that progress in real time and celebrate it, even when it is incremental.
Small gains become visible. That visibility matters for SEN/ASN students who have not often had a lot to celebrate in reading.
For SENCOs, ASN coordinators, and parents.
Everybody Reads works within your existing provision, not against it. It does not replace specialist dyslexia support or intervention programmes. It gives students a reading experience they can access independently, at school and at home, that builds confidence and vocabulary alongside whatever other support is in place. If you want to talk through how it fits alongside your current approach, we are happy to have that conversation.
Reading that works for every child in your class.
Request a free pilot and see how Everybody Reads supports your SEN/ASN and dyslexic learners alongside the rest of your class.