Students’ experiences of academic success with dyslexia: A call for alternative intervention

Abstract

This article describes a small‐scale study exploring the perspectives of five undergraduate students with dyslexia. Semi‐structured interviews were conducted in two universities in the UK. The interviews explored participants’ perceptions of their dyslexia label and how it had affected their academic success. The aim of the research was to identify facilitating factors that supported participants with dyslexia during their education. The following themes were identified: age of dyslexia identification, family support, dyslexic identity, self‐advocacy skills and learning resources. The study makes a case for an intervention for children and young people (CYP) with dyslexia that, in addition to remedial literacy support, explores self‐advocacy, thinking and study skills and facilitates positive academic self‐concepts. Future research could evaluate such an intervention for its effectiveness on CYP's social emotional well‐being and literacy skills.

Experiences of Black Males With Dyslexia in the U.S. Education System

“…Pitt and Soni (2018) and Robinson (2017) identified key elements for academic success among persons diagnosed with dyslexia. For instance, early diagnosis is an imperative element of future academic success.…”

“…For instance, early diagnosis is an imperative element of future academic success. Qualitative investigations found that the lack of a diagnosis and/or lack of the correct diagnosis may limit learning potential among students, especially Black males (Pitt & Soni, 2018; Robinson, 2017). School counselors engaged as advocates and promoters of the MTSS process may assist in proper identification of Black students’ academic and social/emotional needs and further develop more appropriate, culturally relevant interventions.…”

“…Family support aids the academic success of students diagnosed with dyslexia. Students who have garnered the support of family members also diagnosed with dyslexia found this encouragement to be a key element to their success (Pitt & Soni, 2018). The level of acceptance toward one’s identity as a person diagnosed with dyslexia is also essential to improving student achievement.…”

“…Resistance in accepting this identity is prevalent among students diagnosed earlier in life. Therefore, family support may be necessary when educating and contextualizing a diagnosis to younger children in hopes of proactively developing positive self-concepts and acceptance of the dyslexia label (Pitt & Soni, 2018). Again, school counselors can play a significant role in supporting both students and parents by incorporating a multitude of counseling interventions such as small groups and parent consultations into their practice.…”

“…Advocacy efforts are crucial when assisting students through their academic journeys. Researchers have discussed advocacy efforts both as self-advocacy and advocacy for others (Pitt & Soni, 2018; Robinson, 2017). In particular, self-advocacy skills positively assisted students with an early dyslexia diagnosis.…”