Dyslexia in the Workplace

Bartlett, Diana; Moody, Sylvia; Kindersley, Katherine

doi:10.1002/9780470669341

Cited by 25 publications

(24 citation statements)

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“…By no means all of these adults who have low standards of literacy will have dyslexia, but they can be difficult to distinguish from less able dyslexic adults (especially if the latter have disadvantaged backgrounds) and so can easily be misclassified in dyslexia screening (false positives). When assessment is being carried out by a psychologist or specially trained teacher, these factors can be taken into account (see Bartlett & Moody, 2000;Kirk, McLoughlin & Reid, 2001;McLoughlin et al, 2002;Turner, 1997), but in the development of computerised assessment or screening tools such factors present particular challenges because broad and often poorly defined factors such as educational background, compensatory strategies and social deprivation cannot easily be accommodated. Beaton et al (1997) highlighted some of the hazards that confront psychologists attempting to identify dyslexia in adults who do not necessarily have very poor literacy skills.…”

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confidence: 99%

Computerised screening for dyslexia in adults

Singleton

Horne

Simmons

2009

Journal Research in Reading

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Identifying dyslexia in adulthood presents particular challenges because of complicating factors such as acquisition of compensatory strategies, differing degrees of intervention and the problem of distinguishing dyslexic adults from those whose literacy difficulties have non-cognitive causes. One of the implications is that conventional literacy measures, per se, do not provide a satisfactory basis for screening for dyslexia in adulthood as some dyslexic adults have above-average literacy skills and some non-dyslexic adults have very poor literacy skills. This study examined an alternative approach to dyslexia screening, using three tests that depend heavily on phonological processing, lexical access and working memory, but which are not conventional measures of literacy. Using these tests, which are computer delivered, 70 dyslexic adults from three different types of educational institution were compared with 69 non-dyslexic adults from the same institutions. The results showed that the dyslexic and non-dyslexic groups were significantly different on all three computer-based tests, with an average effect size of 1.55. Adaptive versions of these tests were then created to reduce overall administration time for the suite to about 15 minutes. Analysis showed that the combined scaled scores from the adaptive versions of the three tests significantly discriminated the dyslexic from the non-dyslexic group with an increased effect size of 2.07 and with a sensitivity rate of 90.6% and a specificity rate of 90.0%. It was concluded that this approach is a valid and useful method of identifying dyslexia in adulthood, which, given the ease of administration to large numbers of adults, has noted advantages for education and employment.

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confidence: 99%

Computerised screening for dyslexia in adults

Singleton

Horne

Simmons

2009

Journal Research in Reading

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“…Narrow achievements in literacy may not be a useful measure to assess skills for work. Other attributes, often the creative strengths particularly noted in adults with dyslexia (Bartlett and Moody, 2000; Morgan and Klein, 2000), are highly valued. The findings of this study show that there is no reason why adults with dyslexia cannot make a significant contribution to their chosen careers.…”

Section: Discussionmentioning

confidence: 99%

“…In the light of current knowledge, dyslexia can no longer be regarded as uniquely a childhood issue (Bartlett and Moody, 2000; McLoughlin, Leather and Stringer, 2002; Rose, 2009). The rapidly evolving demands of the 21st century workplace have focused the attention of education providers and funders on the imperative of providing an appropriately skilled workforce to ensure economic prosperity of communities.…”

Section: Introductionmentioning

confidence: 99%

Inclusion for adults with dyslexia: examining the transition periods of a group of adults in England: ‘Clever is when you come to a brick wall and you have got to get over it without a ladder.’

Bell

2010

Journal of Research in Special Educational Needs

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This paper draws on a naturalistic research study into the experiences of six adults with dyslexia, to examine issues arising from their past transitions from the context of compulsory and post‐16 education to the world of work and within their career trajectories. A discussion of literature and documentation in relation to dyslexia in adults is discussed, to place the findings in a theoretical background. The emerging themes discussed in this paper were extracted from the analysis of transcripts from in‐depth interviews, which illuminated the experiences of these individuals. The traditional English board game ‘Snakes and Ladders’ is proposed as a metaphor to illustrate how dyslexia has affected employment stability in the lives of these individuals and their employers. The implications of these findings are discussed, and recommendations made, which inform stakeholders and policy‐makers in the inclusion and employment of adults with disabilities.

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“…This was subsequently replaced with the Equality Act (), which gave disabled people, including people with dyslexia, legal rights in employment, education, access to services, and housing with an aim to protect them against disability discrimination. Therefore, the rise of disability policy over recent years, protecting the rights of people with dyslexia, and promoting awareness of the condition, is meant to have led to improvements in the identification of children and the inclusion of adults with dyslexia (Bartlett & Moody, ; Macdonald, ).…”

Section: Anti‐discriminatory Policymentioning

confidence: 99%

Twice upon a time: Examining the effect socio‐economic status has on the experience of dyslexia in the United Kingdom

Macdonald

Deacon

2019

Dyslexia

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From the mid‐1990s, there have been a number of campaigns aimed at raising awareness of dyslexia and social inclusion. In conjunction with these campaigns, educational and employment policies have been implemented that advocate inclusive and workplace adjustments for people with dyslexia. This study aims to explore the intersectional relationship between dyslexia and socio‐economic status. The findings analyse adult perceptions of education and employment, which have been shaped by 23 years of social policies promoting anti‐discriminatory practice. The study applies a quantitative approach, which collected data from a national survey conducted from 2015 to 2017. The sample consists of 442 adult participants who reported having dyslexia. The social model of disability has been applied in this study to interpret the data findings from a disability studies perspective. The article suggests that socio‐economic status significantly affects issues of diagnosis, educational, and employment experiences. The findings illustrate an intersectional relationship between socio‐economic status and disability inequalities, which have an effect on the experiences of people with dyslexia in adulthood.

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Dyslexia in the Workplace

Cited by 25 publications

References 0 publications

Computerised screening for dyslexia in adults

Computerised screening for dyslexia in adults

Inclusion for adults with dyslexia: examining the transition periods of a group of adults in England: ‘Clever is when you come to a brick wall and you have got to get over it without a ladder.’

Twice upon a time: Examining the effect socio‐economic status has on the experience of dyslexia in the United Kingdom

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