<scp>UK</scp> higher education lecturers’ perspectives of dyslexia, dyslexic students and related disability provision

Ryder, Denise; Norwich, Brahm

doi:10.1111/1471-3802.12438

Cited by 23 publications

(23 citation statements)

References 28 publications

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“…One can perhaps understand why misunderstandings might persist for the lay public, or even by schoolteachers (Elbeheri & Everatt, 2009) and university professors (Ryder & Norwich, 2019), but it is puzzling that the use of cognitive measures to diagnose dyslexia continues to be widespread among clinicians (Machek & Nelson, 2007; O’Donnell & Miller, 2011; Stanovich, 2005). This may reflect assertions occasionally found in the scientific literature that such a procedure is meaningful (cf.…”

Section: Why Is Scientific Knowledge Treated So Unscientifically?mentioning

confidence: 99%

It’s Time to Be Scientific About Dyslexia

Elliott

2020

Reading Research Quarterly

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Tha author argues that despite the vast proliferation of scientific research, our understanding of dyslexia is marked by serious weaknesses of conceptualization, definition, and operationalization that are not only unscientific but also result in impoverished practice in schools, social inequity in both understanding and provision for many struggling readers, and ultimately, reduced life chances for millions of students worldwide. Key to this problem is the inconsistency of the use of the term dyslexia in both scientific research and clinical and educational practice. Four different, common conceptions of dyslexia are outlined, and the implications that each of these have for work with struggling readers are discussed. Whereas it is often claimed that scientific understandings, derived from genetics, neuroscience, and cognitive science, enable clinicians to validly identify, from within a larger group of poor readers, those individuals with dyslexia, the author shows this to be not only misleading but also potentially deleterious to broader inclusive practice. The author argues that the seemingly scientifically based construction of the dyslexic individual, often buoyed by vested interests, typically favors more socially privileged students and often undermines attempts to identify and help all of those who struggle to learn to read. Common responses by proponents to challenges to the dyslexia construct are outlined and discussed. In conclusion, the author argues that scientists, researchers, clinicians, and educators have a responsibility to address and confront the real‐world consequences of much science but little wisdom in the field of reading disability.

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Section: Why Is Scientific Knowledge Treated So Unscientifically?mentioning

confidence: 99%

It’s Time to Be Scientific About Dyslexia

Elliott

2020

Reading Research Quarterly

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“…The reading disability is proven to influence adversely young people’s growth and wellbeing, both in social and personal domains ( Terras et al, 2009 ; Eissa, 2010 ; Glazzard, 2010 ; Dahle et al, 2011 ) with children’s behavior and personality being negatively affected as well, impacting their quality of life ( Gagliano et al, 2014 ; Huang et al, 2020 ), which in turn may lead to such severe problems as depression and suicidality. This necessitates coping programs based on whole-school support systems ( Firth et al, 2013 ) or special compensation tools, e.g., software with user-driven functionalities aiding reading comprehension and fluency ( Rodriguez-Goncalves et al, 2021 ), especially taking into account the fact that many teachers lack the strategies to evaluate and intervene in dyslexic students ( Leite, 2012 ; Ryder and Norwich, 2019 ). In an ever isolated pandemic and post-pandemic world that depends more and more heavily on CMC, whether for social, educational, or personal purposes, it is especially important to study what are the possible beneficial factors in reading comprehension for dyslexic young people.…”

Section: Discussionmentioning

confidence: 99%

The Role of Emoticons in the Comprehension of Emotional and Non-emotional Messages in Dyslexic Youth – A Preliminary Study

Leśniak

Grzybowski

2021

Front. Psychol.

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The study explored how well-dyslexic youth deals with written messages in an environment simulating popular social network communication system. The messaging systems, present more and more in pandemic and post-pandemic online world, are rich in nonverbal aspects of communicating, namely, the emoticons. The pertinent question was whether the presence of emoticons in written messages of emotional and non-emotional content changes the comprehension of the messages. Thirty-two pupils aged 11–15 took part in the study, 16 had a school-approved diagnosis of dyslexia and were included in the experimental group. Sixteen controls had no diagnosed disabilities. Both groups viewed short messages of four types (each including seven communicates): verbal-informative (without emoticons and emotional verbal content), verbal-emotive (without emoticons, with emotional verbal content), emoticon-informative (including emoticon-like small pictures, but without emotional content either verbal or nonverbal), and emoticon-emotive (with standard emoticons and including verbal-emotional content). The participants had to answer short questions after quick presentation of each message that tested their comprehension of the content. RTs and accuracy of the answers were analyzed. Students without dyslexia had shorter response times to the questions regarding all types of messages than the dyslexic participants. The answers of the experimental group to the questions about the emoticon-informative messages were less correct. The study pointed tentatively to the beneficial role of emoticons (especially the nonstandard, i.e., of non-emotional kind) in reading short messages with understanding.

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“…One cannot underestimate that dyslexia presents challenges to university lecturers (e.g., [122,183,184]). This population has not been visible, although it has always existed (e.g., [112,165,185]).…”

Section: Demographics and Effects On Lecturersmentioning

confidence: 99%

Dyslexia and Academic Life

Falzon¹

2021

Dyslexia

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This chapter intends to discuss the experiences of university students with dyslexia and academic learning and assessment. It intends to challenge the traditional access to and production of examinations and to separate the ability to retrieve and produce verbal visual print from academic learning and performance in order to propose a model where educational systems join the fourth revolution. The intention is to address the brain drain that communities experience when students with Dyslexia are not able to show what they really know, due to possibly archaic access to and production of academic learning and assessment. The use of technology and independent access to printed material will also be discussed. The framework of this chapter is the Kannangara model of dyslexia: from Languishing to Thriving with Dyslexia. When reading this chapter, one also needs to remember that, whilst I refer to dyslexia, this profile more often than not co-occurs with other learning challenges and is often grouped with populations of Specific Learning Difficulties or Learning Disabilities in research and national data.

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UK higher education lecturers’ perspectives of dyslexia, dyslexic students and related disability provision

Cited by 23 publications

References 28 publications

It’s Time to Be Scientific About Dyslexia

It’s Time to Be Scientific About Dyslexia

The Role of Emoticons in the Comprehension of Emotional and Non-emotional Messages in Dyslexic Youth – A Preliminary Study

Dyslexia and Academic Life

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