Work

Seeing, Being Seen and Being Able to See Dyslexia in English Schools: Parent and Teacher Perspectives

Year: 2025

Type: article

Abstract: In this study, we present an analysis of interviews with parents and teachers in order to understand the lived experience of families and teachers trying to support children with written language difficulties. Within these accounts, the value of a dyslexia diagnosis is examined in practice. Nineteen parents and 20 educators were interviewed, including four parents who completed additional interviews 4 years after their original accounts. Our analysis indicated that dyslexia is rendered largely invisible in our sample of English schools, with staff frequently reluctant to fully acknowledge it. The analysis suggests mechanisms that appear to underpin successful support or harm to students. An important feature was the role and recognition of diagnosis in increasing the visibility of children's needs. Without recognition and understanding, support was inconsistent and ineffectual.

Source: Dyslexia

DOI: 10.1002/dys.70003

Authors: Angela M. Thompson, Clare Wood, Ian K. Thompson, Julia M. Carroll

Institutions: Nottingham Trent University, Coventry University, University of Birmingham

Language: English

Topic: Reading and Literacy Development

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities

Open Access status: hybrid

Estimated APC paid: $3,460