Study skills 

• Dyslexia does not mean poorer understanding. 
• Reading may take you more time and energy — that is okay, as long as you take this into account when planning your studies. 

• Use audiobooks or text-to-speech whenever possible 
• Read in short sessions rather than long, uninterrupted stretches 
• Only read what is truly essential (headings, summaries) 
• Use a ruler, your finger or a reading overlay if the text seems to “jump” 
• Adjust the text settings: 
  • larger font 
  • wider line spacing 
  • a calm background colour 
• Make notes in your own words rather than copying word for word 
• Choose a quiet space — fewer distractions means fewer errors 

• Find out what matters most in the exam (learning outcomes, themes, past exams) 
• Do not try to read everything word for word 
• Break your reading into small chunks (e.g. 15–30 minutes) 

• Use audiobooks or text-to-speech 
• Read headings, summaries and figures first 
• Highlight the key points (colour coding, underlining, symbols) 
• Use a ruler or a reading overlay 
• Take breaks — fatigue increases reading errors 

• Summarise what you have read in your own words 
• Explain the topic out loud to yourself or to someone else 
• Make a checklist: do I understand the main idea? 

• Your thoughts can be clear even if writing is slow 
• Spelling does not reflect how well you understand the content 

• Start with the content, not the grammar 
• Write freely first — only polish at the end 
• If getting started feels really difficult, begin with whichever part feels easiest. The main thing is to get going. 
• Use spelling and grammar checking tools 
• Break the writing task into smaller pieces: 
  • title 
  • subheadings 
  • one paragraph at a time 
• Allow yourself to have an unfinished draft 
• Ask for feedback on structure, not just language 
• If writing feels stuck: 
  • dictate your text 
  • start with a mind map 
  • write in bullet points first 

• Find out the following about your essay: 
  • topic 
  • length 
  • assessment criteria 
  • pre-set themes that you can use as subheadings 
• Create a simple structure: 
  • introduction 
  • 2–4 main points 
  • conclusion 

• Write the content first — do not worry about errors 
• Write one paragraph at a time 
• Use bullet points if the text is not flowing yet 
• Dictation is a permitted and useful alternative 
• Take breaks 

• Only proofread at the end 
• Use spelling and grammar checking tools 
• Ask for feedback on the content, not just the language 
• Remember: not everyone writes in the same way 

• Define your topic as clearly as possible 
• Make a deal with yourself: I will not read everything 
• Select a limited number of key sources 

• Read the following first: 
  • title 
  • abstract 
  • conclusions 
• Listen to the text if possible 
• Only note down: 
  • the main idea 
  • the most important finding 
• Do not copy long passages of text 
• Remember to record your sources according to your faculty’s referencing guidelines already at the reading stage 

• Make a table or list: 
  • what the source says 
  • how it relates to your topic 
• Write your review by theme, not source by source 
• Use your own words — that is enough 

• Difficulty starting or finishing does not mean you are not capable 
• A large task can easily feel overwhelming before you even begin 

• Break tasks into very small steps 
  • e.g. “I open the latest lecture slides” → “I read 2 pages” 
• Use a calendar and reminders (an alarm helps you get started) 
• Make a clear but adjustable study plan 
• Allow yourself to have unfinished work — perfection is not the goal 
• Do not hesitate to ask: 
  • can the deadline be extended 
  • can the course be completed in an alternative way 
• Make your tasks visible (a list, sticky notes, an app) 

• Concentrating may take more energy for you — that is not laziness 
• Your attention wanders easily, especially if your surroundings are overwhelming 

• Study in short sessions (e.g. 20–30 minutes) → take a break 
• Do one thing at a time (close unnecessary tabs) 
• Choose a quiet space or use headphones 
• Do the most difficult tasks when you feel most alert 
• Ask for or make use of: 
  • clear instructions 
  • schedules and materials in advance 
• Try different time management and self-regulation tools, such as Kanban and the Pomodoro technique. You can adapt them to suit your needs if you feel they do not work for you as they are. 

• Sensory overload can prevent learning, even when you want to study 
• Feeling overwhelmed does not always show on the outside 

• Look for sensory-friendly spaces (quiet rooms, smaller rooms) 
• Take enough breaks from noise, people and screens 
• Make use of remote participation or lecture recordings if possible 
• Use: 
  • headphones 
  • dimmer lighting 
  • comfortable clothing 
• Eat in a quiet spot if the student restaurant feels overwhelming 
• Remember: it is okay to step away and recover 

A large study module can feel overwhelming if you try to grasp it as a whole. Kanban is a tool that helps you break a big task into small, concrete steps. 

The basic idea is simple: divide your tasks into three columns — to do, in progress and done. 

How to get started 

1. Choose one course that you want to make progress on. 
2. List all the related tasks and break them into the smallest possible steps. Do not write “write an essay” — instead, write for example “read the first paragraph of the article”, “write a title”, “find two sources”. 
3. Write each step on a separate sticky note or digital note. 
4. Place the notes in order of priority in the first column (to do). 
5. Take one note at a time and move it to the in progress column. Once it is done, move it to the done column. 
6. Leave the completed notes visible — you can see exactly how much you have achieved. 

You can set up your Kanban on paper, with sticky notes or with any digital tool. The main thing is that it is easily accessible and that you remember to use it. You can print a ready-made Kanban board template from here (opens in a new tab, in Finnish)

Getting started on independent work can be difficult, especially if the task feels big or you have a long study day ahead. The Pomodoro technique helps you get going and maintain your focus by dividing your work into short sessions and breaks. 

How to try the Pomodoro technique 

1. Choose one task that is small enough. If the task feels too big, break it down first (see Kanban above). 
2. Get your study materials ready and minimise distractions. 
3. Set a timer for 20 minutes. During this time, focus only on the task you have chosen. 
4. When the timer goes off, take a 5-minute break. Do something completely different during the break — go for a walk, have a snack, stretch. 
5. Repeat the cycle 2–4 times. Then take a longer break (15–30 minutes). 

Adapt the technique to suit your needs. If 20 minutes feels too long, start with a shorter session — even 10 minutes. If you can concentrate well for longer, you can extend the work session. Your alertness varies throughout the day, so adjust the times as needed. The most important thing is to get started. 

Sometimes you have so many tasks on your mind that it is hard to know where to start. The Eisenhower matrix is a simple way to work out what truly needs your attention right now. 

How to use the matrix 

Sort the tasks on your mind into four groups using two questions: Is this important? and Is this urgent? 

1. Important and urgent — do it now (e.g. an assignment due tomorrow) 
2. Important but not urgent — schedule it and work on it systematically (e.g. preparing for an exam in two weeks’ time) 
3. Urgent but not important — consider whether you can delegate it or get it out of the way quickly 
4. Not important and not urgent — consider whether this needs to be done at all 

Often, simply writing down and categorising your tasks makes things feel more manageable, because the chaos turns into concrete steps. 

Print a ready-made Eisenhower matrix template here (opens in a new tab, in Finnish)

Process writing is a way of producing text step by step with a clear goal. The text develops through planning, drafting and editing towards a final version. Process writing helps you break the writing task into manageable stages. 

However, if getting started feels very difficult, the main thing is to start somewhere — with whichever part feels easiest. 

1. Planning 

• Define your topic and the purpose of the text. Check the learning outcomes for the course. 

• Outline the structure and your key perspectives. Make use of the themes given in the assignment brief. 

2. Drafting 

• Write a first version focusing on the content — a simplified version is fine. Remember to note down your references as well. 
• Do not get caught up in polishing the language at this stage — the main thing is that you write. 

3. Feedback and assessment 

• Make use of self-assessment and peer feedback. 
• Pay particular attention to your argumentation and overall structure. Have you written about what is set out in the learning outcomes? 

4. Revising 

• Clarify the structure and refine your use of key concepts where needed. 
• Add further reasoning and sources as necessary. 

5. Finishing 

• Check your language and referencing. 
• Make sure the text meets the assignment brief and follows academic conventions.