Locating dyslexic performance: text, identity and creativity

Leveroy, Deborah

doi:10.1080/13569783.2013.836919

Cited by 11 publications

(4 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Individuals with dyslexia tend to be more creative and artistic due to the concentrated activation in the right hemisphere of the brain. It is also argued that career paths that allow the expression of this creativity will enhance the development of identity in individuals with dyslexia [29]. Creativity is one of the core strengths of dyslexia and is closely associated with life satisfaction.…”

Section: Creativitymentioning

confidence: 99%

Not All Those Who Wander are Lost: Examining the Character Strengths of Dyslexia

Kannangara

2018

GJIDD

View full text Add to dashboard Cite

The number of students and people with dyslexia and other learning differences has been steadily increasing in recent years. This has led to an accompanying need for additional support for people with dyslexia. Whilst acknowledging that support is vital for people with dyslexia, it is also important to identify the strengths that people with dyslexia have that help individuals flourish. For many years, dyslexia research has been more pre-occupied in exploring the problems faced by people with dyslexia. This study attempts to explore the strengths of people with dyslexia. This quantitative study looked at 89 people with dyslexia [N=89] from the UK and USA. Using the Values in Actions Character Strengths Inventory, participants were given the opportunity to explore their signature strengths. The survey was hosted on a specially designed Dyslexia friendly website. The length of the survey at 240 questions may have proved a deterrent for some respondents, many of who gave up half way through. From the results of those who completed the survey the main signature strengths for people with dyslexia are, Curiosity, Fairness, Kindness, Judgement, Honesty, Leadership and Humour. Comparisons were made between the sample of people with dyslexia and with wider general population surveys. Addressing the strengths of people with dyslexia is as important as looking at their problems and difficulties. The authors feel there is a need for a shorter measure of character strengths that could be used in future research.

show abstract

Section: Creativitymentioning

confidence: 99%

Not All Those Who Wander are Lost: Examining the Character Strengths of Dyslexia

Kannangara

2018

GJIDD

View full text Add to dashboard Cite

show abstract

“…Artefacts, within this social research provided a contextual basis and a multisensory experience for participants, which afforded an additional modality to frame how they could represent, describe and reflect on their dyslexia (Kara, 2015; Norum, 2008; McLoughlin and Leather, 2013). Moreover, there is a growing body of literature that suggests that individuals with dyslexia think differently, creatively and that this is thinking that warrants alternative means of expression to capture the essence of their thoughts (Shaywitz, 2003; Leveroy, 2013; Eide and Eide, 2011). There was no time limit imposed and students were offered the opportunity to take materials home if they wished to create their artefact outside of university.…”

Section: Methodsmentioning

confidence: 99%

Recently identified university students navigate dyslexia

Loveland-Armour

2018

JARHE

View full text Add to dashboard Cite

Purpose The purpose of this paper is to capture students’ understandings of dyslexia as a component of identity. Specifically, the journey that students embarked on in order to contribute to self-understanding of learning and how dyslexia contributes to these experiences was examined. Design/methodology/approach This qualitative case study explored concepts of social identity theory, how students understood their dyslexia and whether or not labelling theory informed students’ identities through an arts-based phenomenological lens. Eight university students participated in a brief survey, a semi-structured interview and created artefacts representing their dyslexia, which facilitated dialogue about their individual experiences in a higher education context. Findings Interpretive phenomenological analysis revealed that student participants associated strongly with the identity of dyslexia; however they did not consider themselves to be part of a dyslexic group. They also discussed different routes that informed their decisions to undergo diagnostic assessments for dyslexia. Students did not report dyslexia identity as a label. Nonetheless, the students expressed that creating an artefact supported them to better understand and communicate their dyslexia. Originality/value Although visual methods are increasingly prevalent in educational research, they are not typical in the field of dyslexia in higher education. This research therefore engaged students in active self-reflection which provided valuable insight into the nature and diversity of the experiences that can emerge from identification of dyslexia at university.

show abstract

“…Another method is to widen out the idea of reflecting to include other modes in addition to writing, which is often the default approach within education. This is particularly important within a conservatoire setting, where admission is on performance rather than academic attainment and a higher proportion of students are likely to have specific learning difficulties of some kind than in other higher education settings (Leveroy, 2013). Journaling, and mark-making can be used as reflective tools (Oliver & Lalik, 2001), along with model making and drawing (Hay & Pitchford, 2016).…”

Section: Reflective Practicementioning

confidence: 99%