Dyslexic Positive Libraries Initiative

Bridging the Communication Gap

Bridging the Communication Gap between Library Workers & Reading Disabled Patrons with Skill and Kindness

Using Inclusive Language to Skillfully Engage All in Learning to Read and Access Information Across America’s Public Libraries

The center of a community is often its public library. Serving members of all ages and interests with programming to meet diverse needs, libraries are a hub of creativity, curiosity and learning. Every library can provide safe, welcoming neuroinclusive programming and patronage so all can learn to read. Currently, national data reveals an urgent literacy crisis and libraries are well positioned to respond effectively. Literacy data from the U.S. National Assessment for Educational Progress (NAEP) 2025 assessments are scheduled for release mid-June 2026. The most current data shows:

  • 32% of 12th graders lack basic reading skills (NAEP 2024) 
  • 28% of adults are not yet reading, up from 19% in 2017 (PIAAC 2023)

This article will engage library workers as allies, and provide language and relationship building tools to establish, maintain positive practices with members of the neurodiverse community, children, youth and adults who have not yet learned to read proficiently. Every American from diverse rural to suburban and urban communities deserves to feel comfortable, safe and free to learn to read at their local public library, and there’s help for highly skilled, big-hearted library workers to respond, become effective allies and do so without overwhelm.
Drawing on more than 50 years of professional librarianship, research and evidence-based literacy instruction expertise of The Dyslexic Positive Libraries Initiative nonprofit, has developed communication tools to help library workers in any community connect positively, with respect and patience using patron-centered communication skills. The result is meeting our goal o

The “I” in Library Work

The opportunity to distract ourselves with busyness is present everyday. Community libraries are busy places and library workers’ responsibilities can be complex and lengthy. However, working on autopilot and doing scheduling, programming as we always have can result in “getting stuck” and losing sight of the purpose for our work – positive connection with patrons and their access to literacy and information. The following is series of reflective questions librarians, library workers and administrators can use for routine reflection before, during and following public programming to determine who was served, what was not and why:

  • What do I know about my patron(s)—how they communicate and how they learn? Is that enough?
  • Am I using positive, affirming, and explicit language in my greeting, transitions, and programming closure?
  • Does my language support brain–body connections that promote comfort, safety, and learning?
  • Am I intentionally eliciting patron communication about comfort, safety and learning?
  • Do I recognize communication as an expression of need and objective feedback, even when it is not my preference, possibly dis-engaged, nonverbal or indirect?

Upon reflection, often lack of or unintentionally poor communication can be what limits access to high quality programming, and our own ability to see the literacy needs of all patrons and align programming to evidence-based literacy practices that are also neuroinclusive. 

To bridge the communication gap between neurotypical and neurodivergent individuals, shifting perspective and approach to celebrate the diversity of human communication styles can work to understand and accommodate everyone’s needs. The Double Empathy Theory, proposed by Dr. Damian Milton, challenges the traditional view of communication, suggesting that there is a mutual empathy gap between neurodivergent and neurotypical individuals. In essence, the theory argues that both sides struggle to understand each other’s communication styles, and the onus of adapting shouldn’t solely fall on neurodivergent individuals, because after all neurodivergent communication is not a problem to be solved; it is a diverse and valuable part of our human experience.

One way for library workers, librarians and administrators to begin is by developing structured communication practices, including:

  • Kind, explicit, and direct language in person and through automated responses
  • Empathic, patient and reciprocal communication responsibility that’s shared between library workers and neurodiverse patrons
  • Routine auditory, visual and multisensory processes embedded in programming and the environment
  • Active listening, reflection and adaptability to patron preferences

To create a neuroinclusive public library and actively bridge communication gaps, it’s helpful to routinely use tools that enable us to avoid misunderstandings and allow for patron needs and effective library use take center stage. A patron questionnaire that can be included as part of a welcome experience, or used anytime. The goal is to better understand the needs of neurodiverse community members, particularly developing reluctant readers, and take action to implement accessible environmental changes, adjust programming to include evidence-based literacy practices and routines.
The second is an inclusive language script for use by library workers to establish and maintain neuroinclusive communication that’s positive and effective. Both are designed as living tools adaptable to community-specific environments across whole group, small group, and 1:1 programming for all ages.

Inclusive & Affirming Patron Questionnaire

Let’s approach engagement as positive, interactive, flexible, and neurodiversity-affirming.

Purpose

Ongoing check-ins ensure programming alignment with student needs, particularly in environments that may involve schedule disruptions, time-of-day variability, material management expectations, unfamiliar groupings or rotating instructors.
The inclusive & affirming patron exchange script can be used as a questionnaire to better understand how a patron learns, communicates and experiences comfort, challenge, success. With this information, library workers and administrators can provide programming that is culturally responsive, respectful and effective to meet their short and long-term goals.
This dialog may be conducted with the patron independently or collaboratively in a familiar social setting, via a virtual meet, a virtual google form or the like. Responses may be spoken, written, drawn, labeled, or demonstrated.
Again, a connection of this type can be easily adapted to a virtual platform in the form of a recording, or an online form.

Begin with Positive Framing

Library worker: “My job is to ensure our programming meets your needs. I want to support your /your family’s engagement in our community in ways that feel good, do good and help you meet your goals. These questions help me understand what supports your safety, comfort and learning best. There are no right or wrong answers, and the information will only be used to modify our library spaces, how we communicate and engage. No names or dates are included to ensure privacy”

Questions

Strengths, Interests and Joy

  • What are your interests or favorite activities?
  • What gives you feelings like happiness, pride, or success?

(Option to draw and label instead of speaking)

Self-Support Strategies

When you want to do something but don’t yet know how, what helps you?

Prompts:

  • I have…
  • I will…
  • I can…
  • I try…
  • I ask…
  • I do…
  • I do not…

Social Preferences

  • What feels good when you are interacting with library workers, other folks using the library?
  • Are there words, sounds, behaviors, or situations that feel uncomfortable or distracting?
  • Is there anything that would be helpful to avoid or have support from another?

(Option to draw and label)

Literacy Experiences

  • What feels challenging or confusing about reading, spelling, or writing right now?
  • What would you like to change?
  • What would success look and feel like for you?

Communication During Discomfort

  • When you feel uncomfortable or it’s hard to communicate, how do you usually help yourself?

Prompts:

  • I have…
  • I will…
  • I can…
  • I try…
  • I ask…
  • I do…
  • I do not…

Support During Discomfort

  • How do you prefer others to help when you’re uncomfortable, when communication feels hard?

Prompts

  • Library workers, librarians, teachers, family members, or peers can…
  • will…
  • try…
  • ask…
  • do…
  • do not…

Open Invitation

  • Is there anything else you’d like me to know?

Prompts

  • I want…
  • I like…
  • I prefer…
  • I would like…
  • I do not like…
  • I do not want…

Inclusive & Affirming Conversation Guide

Guiding Principle

Library programming that is well organized, predictable, engaging and relational gets included in busy schedules, and becomes a weekly experience neurodiverse children, youth and adults look forward to. Consistent routines honor sensitivities by helping folks manage expectations, be well planned and feel safe.

Greeting & Arrival

  • “I’m glad to see you.”
  • “What’s a highlight from your day so far?”

Take a few minutes to notice small details and commenting/complimenting can set a person at ease

  • “I love that patch/enamel pin? Is it a character from a show?”
  • “Sweet nails, did you do them yourself?”
  • “Those are some great shoes. I bet they are great for going fast.” (Be prepared for a small person to want to show you, in this case.)
  • “That T-shirt cracks me up.”
  • “I wish I had dinosaur overalls.”

If additional attunement is needed:

  • “I notice _____. What’s going on for you?”
  • “How are you feeling right now?”

(Feelings vocabulary may reference the RULER framework / feelings chart.)

Library worker responds with validation, a brief connection, and a clear transition into the lesson.

Programming Preview & Transition

“Thank you for your attention. I see you have your materials ready and are set to begin.”

“Today, we’ll work on three things:”

  • [First Thing]
  • [Second Thing]
  • [Third Thing]

“Is there anything specific you’d like to focus on today?”
“Are there any reading, spelling, or writing challenges you want us to work on together?”

Use:

  • Simple, direct language
  • Visual timers or time checks
    Explicit notice if a new or unfamiliar task is being introduced
  • Use library free time as an incentive. Unstructured time at the end of a structured activity is a fabulous “carrot” and you’re reinforcing that time in the library is something fun, to be prized. 

Regulation & Body Checkin

(Used proactively or as needed)

“Before we start, let’s do a quick body check.”

Guided scan (brief and predictable):
  • Temperature (layers on/off)
  • Breathing (comfortable in/out)
  • Thirst or hunger (offer water/snack)
  • Restroom needs
  • Thoughts or questions about today’s lesson

“It’s okay to have other thoughts. You can set them aside, or I can help you write them down for later.”

Instruction & Feedback

Feedback is:

  • Immediate – “Can you use your finger under each word as you read? I also can give you a notecard or eyelighter to help you track and read each letter as it is printed.”
  • Specific – “I heard you read the word as spint, this story is about a runner who has to run very fast for a short time. That’s called a sprint. Let’s look at the letters printed and make the sound of each one then blend them together to check if the word is sprint.”
  • Skill-focused – “This book is going to help you read words with long vowel sounds, spelled with VCe. Some words will be single syllable, and some will be more than one syllable like the word, athlete and mistake. If there’s a word that’s tricky, let’s spell it out on a scratch piece of paper (or whiteboard, etc.) and break it into syllables so it makes sense.”
  • Affirming of effort and accuracy – “You chose such an interesting book, and on a topic you are curious about! It’s great you were also able to practice reading some words that you already know the meaning of, and understand. I’m impressed with how you are able to break words into their parts to read them accurately, and when I told you a few that you hadn’t learned the phonics yet you were able to keep going. Way to go!”

Additional examples:

  • “I noticed you paused at the commas. That tells me you understood the sentence structure and what the writer wanted you to know.”
  • “You corrected that vowel sound on your own—great use of your phonics learning.”

Patrons are invited to reflect:

  • “How does that feel?”
  • “Can you do two more?”
  • “What questions do you have?”
  • “Can you explain how you figured that out?”

Reinforcing the takehome, encouraging participation on all levels

  • “There’s no wrong way to do this program”
  • “Did you have fun?/are you having fun? Then you’re doing it right.”
  • “Tell me about (describe a choice or specific thing you noticed in the project or process)”
  • “Can you show me how you (describe part of process) so I can try it too?”

Programming Closure

“Let’s return our materials to their places.”

The Library worker shares three positives observed during the program.

Students are invited to share:

  • A highlight
  • A skill they’ll use again
  • A brief retrieval question tied to the target skill

“Thank you for your time, energy, and focus today. I appreciate you.”
“What do you think will go well next? Why?”
“I’m glad we learned together, and I look forward to seeing you again.”

Bringing the conversation back into continued use of the library:

“Would you like any help picking out some books to read here or bring home?” 

“Come and ask me if you need help finding anything.”

Always remembering that people and connection are the two of the most important parts of public library service. As Lemony Snicket says, “You cannot have a really terrific library without at least one terrific librarian.”

Closing Reflection

These neuroinclusive conversation guides are designed to support continuous reflection, instructional integrity, and student agency. They honor neurodivergent communication as meaningful data and position literacy instruction as both skill-building and relationship-centered.

Used consistently, they support not only literacy achievement—but dignity, trust, and belonging the ingredients all developing readers need to feel safe to include their local library in their continuing journey learning to read.