Word Finding Strategies for Dyslexics with Word Retrieval Deficits

What Is a Word-Finding or Word Retrieval Difficulty?

A word-finding or word retrieval difficulty occurs when a person knows what they want to say but has trouble accessing the specific word they need. They may substitute a related word, describe what they mean, or pause while searching for the right word.

Word retrieval depends on both how information is stored in memory and how efficiently it can be retrieved. Difficulties can occur when a word is not strongly encoded, when retrieval is slow or inefficient, or through a combination of both.

What Are the Signs of Word-Finding Difficulties?

Word-finding difficulties can appear in several ways. Common signs include: 

Word Substitutions – Using a related word instead of the intended word, such as utensil for fork or dog for cat.

Circumlocutions – Describing the word instead of naming it, such as “the green, sour apple” for Granny Smith apple.

Fillers and Pauses – Using phrases such as “um,” “I know it,” or “it’s coming to me” while searching for the word.

Vague Wording – Relying on nonspecific words and phrases such as “that thing,” “the thing on the desk,” or “the thingamabob in her hair.”

Gestures – Acting out or pointing to the intended word, such as saying, “You know, when you do this...” while demonstrating an action.

Difficulty Naming Familiar Information – Struggling to quickly recall familiar names, places, objects, or subject-specific vocabulary, even when the student knows the information.

Slower Responses Under Pressure – Having more difficulty retrieving words during tests, classroom discussions, presentations, or other situations that require a quick response.

Who Else May Experience Word-Finding Difficulties?

Although word retrieval difficulties are often associated with dyslexia, they are not unique to dyslexia. Students with a variety of learning, language, attention, and executive functioning challenges may also have difficulty accessing the words they know.

Word-finding difficulties may occur in students with:

• Specific learning disabilities
• Developmental language disorder or other language difficulties
• ADHD
• Executive functioning challenges

Word retrieval can also become more difficult when a student is tired, anxious, under stress, or expected to respond quickly. Stress triggers the release of cortisol and other stress hormones, which can interfere with the brain’s ability to access stored information efficiently. This can create a frustrating cycle: the harder a student tries to remember a word, the more stressed they may become, and the more difficult the word may be to retrieve. 

For this reason, reducing pressure and giving students additional time to respond can be an important part of supporting word retrieval.

Can Word-Finding Skills Be Improved? 

Yes. Although some people may continue to experience word-finding difficulties, word retrieval can often be improved through targeted practice and effective strategies. Support may focus on strengthening how words are encoded and connected in memory, as well as developing techniques that make words easier to retrieve when they are needed. Stronger associations can make words easier to store and access, while retrieval strategies can help when a word feels temporarily out of reach.

12 Word Retrieval Strategies That Can Help

The following strategies provide different ways to cue, connect, and access words when they are difficult to retrieve. Learners may find that some strategies work better for them than others.

1) Go Through the Alphabet

Slowly move through the alphabet and say or imagine the sound of each letter. Ask yourself whether the word you are trying to retrieve might begin with that sound. Sometimes, hearing the first sound can provide the cue needed to access the word.

2) Create a Letter Association

Connect the first letter of a name or word with a memorable visual detail. For example, when I met a woman named Vera, I noticed she was wearing a V-neck shirt. Later, visualizing the V helped trigger her name.

3) Make a Meaningful Word Association

Connect the word with an idea, quality, or personal association. For example, I remember the flower impatiens by thinking about how impatient I become when I cannot remember its name. The more meaningful or amusing the association, the easier it may be to recall.

4) Create a Rhyme

Pair the word with another word that rhymes. To remember geranium, for example, I use cranium–geranium. The rhyme creates a helpful sound connection.

5) Create a Visual Association

Form a mental image that connects with the word you want to remember. Strategies can be combined for an even stronger memory connection. For cranium–geranium, for example, I visualize a round geranium blossom shaped like a cranium.

6) Look for a Visual Hook Within the Word

Find a familiar word, image, or pattern hidden within the name or word you want to remember. For the name Richard, you might notice the word rich and picture Richard surrounded by riches.

7) Create an Auditory Hook

Listen for familiar sounds or words within a difficult word. For example, benevolent can sound a little like “be not violent.” That phrase can lead to the idea of being kind, which helps cue the meaning of benevolent.

8) Describe the Word

If a word will not come, describe what it means, what it looks like, what it does, where it is found, or what category it belongs to. These details may help trigger the word or allow someone else to provide it. This is the intentional use of circumlocution as a retrieval strategy.

9) Create a Personal Visual Reference

Take pictures of people, places, objects, or other information that is difficult to name, and label each image. Keep the collection in an easily accessible document, note, or photo album on a phone or computer for quick review.

10) Connect New Names to Familiar Names

When meeting someone new, associate the person with someone else who has the same name. Linking new information to an existing memory can make the name easier to retrieve later.

11) Visualize the Written Word

Use your mind’s eye to picture the word written on a page, screen, or imaginary whiteboard. Sometimes seeing the spelling mentally can help bring the spoken word back.

12) Use Technology as a Retrieval Tool

When a word remains out of reach, use a search engine or AI tool to describe what you know. Include the word’s meaning, category, possible first sound, number of syllables, or related ideas. For example:

“I’m trying to remember a word that means ___, is related to ___, and may begin with ___.”

Technology can help generate possibilities, but the real benefit comes from noticing which clues helped you retrieve the word so you can use similar strategies independently in the future.