Many dyslexic learners struggle with the retention and retrieval of their learning due to working memory difficulties, yet because exams are such a widespread assessment method for university courses, dyslexic learners not only need to be structured in their approach to revision, but they also need to use revision methods that make the learning memorable and easy to retrieve. Additionally, due to the nature of the exam being a time constrained condition which is not suitable for a dyslexic student, dyslexic learners also need to be supplied with strategies for tackling exam papers to enable time to be used efficiently. This chapter, therefore, firstly, advises on ways of using to-do-lists and setting a purpose for revision to enable the student to keep motivated and to cover topics they may be examined on equally. Secondly, effective revision methods are delivered, such as creating questions, practising past papers, repetition through a process of re-reading information, covering over information to see what can be remembered, followed by leaving for longer periods of time to place learning from short-term to long term memory processes, making summaries of information and carrying them around. Thirdly, guidance on exam technique is provided.

The basis of this chapter is techniques that students with dyslexia find productive for dealing with presentations. These strategies include, making a plan, using visual images, preparation by continuous rehearsal and timing, using activities for audience participation for the purpose of taking the spotlight off oneself, and ensuring the topic selected for presentation is interesting and enjoyable to assist with motivation, planning and delivery of the presentation, and also to ensure audience questions can be answered due to student wider interest in the topic. As with all chapters, advice on techniques is punctuated by quotes from dyslexic learners who use the methods presented. For example, below, a student uses marks on her presentation script to help with alleviating nervousness in connection with the presentation, ‘If I do panic and start to talk too fast, I can see from the slashes where I can pause and breath and then restart.’ Thus, quotes from dyslexic learners not only help to illustrate appropriate methods but are also a way to give the dyslexic reader of the book something to identify with in terms of the emotional aspect of learning, i.e., the quote here illustrates the student worrying about panicking during the presentation.