The Dyslexic Adult

Trainee Teachers with Dyslexia: Results of a Qualitative Study of Teachers and their Mentors

“…Trainees felt unsupported by their mentors in addressing their difficulties with literacy, memory and administration. These difficulties are consistent with previous research and are well-documented in the literature (Griffiths, 2012;Hatcher et al, 2002;Mcloughlin et al, 2002;Mortimore & Crozier, 2009;Pollak, 2009). An emergent theme in the data specifically related to difficulties with phonics.…”

The relationship between emotional experience with dyslexia and work self‐efficacy among adults with dyslexia

“…There is considerable evidence that dyslexia affects individuals throughout their lives in many spheres of activity including work (de Beer, Engels, Heerkens, & van der Klink, ; Leather & Kirwan, ; McLoughlin & Leather, ). Despite the passage of U.S. and U.K. disability policy aimed at reducing discrimination and enabling those with dyslexia, in a recent study, de Beer et al () found that employees with dyslexia, their employers, and work colleagues all viewed having dyslexia as a disadvantage.…”

A Narrative Systematic Review of Coaching Interventions to Improve Dyslexia at Work

“…Historically, dyslexia was thought to be a visual processing disorder ("word blindness"; Orton, 1937). A deficit in phonological processing is the current dominant theory in developmental and educational research (Bishop, Snowling, & Blakemore, 2007;Shaywitz, 1998;Vellutino, Fletcher, Snowling, & Scanlon, 2004) though rapid-naming (visual recognition of words at speed), which was originally proposed as a causal factor by Denckla & Rudel (1976) is still routinely tested in diagnosis (Grant, 2009;McLoughlin & Doyle, 2013;McLoughlin & Leather, 2013) and therefore in practice, the double-deficit hypothesis (Wolf & Bowers, 1999 -meaning both difficulties in rapid naming and the accurate decoding of sounds) is still used to define and determine individual cases. Further to phonological deficit theory, neuropsychological researchers have highlighted the phonological short-term component of 'working memory' (our capcity to hold information in our attention long enough to manipulate it, as the primary neural mechanism leading to phonological processing difficulties, which in turn result in delayed literacy acquisition (Jeffries & Everatt, 2004;Smith-Spark, Fisk, Fawcett, & Nicolson, 2003;Swanson & Siegel, 2001;Torgesen, 2001).…”

“…The form of coaching commonly used in disability accommodation (Bewley & George, 2016;Doyle, Cleaver, & Rossiter, 2016) is not a straightforward continuation of the various better-researched coaching/tuition interventions provided in education (Mortimer & Crozier, 2006;Rose, 2009). Coaching to support people with dyslexia in the workplace does not focus on literacy attainment but rather on outcomes more commonly associated with general workplace coaching such as time management and organizational skills (Doyle & Mcdowall, 2015;McLoughlin & Leather, 2013). Coaching is aimed at cognitive, behavioral and emotional changes rather than knowledge transfer, and thus lends itself to a more dialectic than didactic pedagogy.…”

“…Due to the aforementioned inconsistency in the definitions of coaching in the disability context, we broadened the initial search to include all face-to-face interventions, as defined by the absence of technology rather than the inclusion of coaching in particular; this differentiation allowed us to compare the WM extraction to systematic reviews of WM computerized training interventions. The resulting extracted studies were then analyzed specifically regarding the extent of their fidelity to a dialectic, recognized coaching definition, such as the one described above by McLoughlin and Leather (2013) and known to be successful in related fields such as ADHD (Parker & Boutelle, 2009;Richman, Rademacher, & Maitland, 2001).…”