Working in a school with a high proportion of dyslexic children has helped this author to discover and improve her teaching of science. Officially, dyslexia is seen as "a specific learning difficulty that hinders the learning of literacy skills. This problem of managing verbal codes in memory is neurologically based." Many children come to the author's school seeing themselves as failures, and struggling not only with literacy but with many other areas of the curriculum. However, science is essentially a practical subject, which means it should be easily accessible to dyslexic children. They should be able to contribute and benefit from science. Furthermore, an understanding of how dyslexic children's brains function should then inform teaching and learning styles. In this article, the author demonstrates that hands-on practical approaches of investigative science are particularly suited to dyslexic children. She discusses some strategies that would enable children to communicate their thoughts, ideas, and findings, without always resorting to paper-and-pencil records. (Contains 4 figures and 1 box.)