Seeing, being seen, and being able to see dyslexia in English schools: parent and teacher perspectives

Thompson, A, Wood, C ORCID: https://orcid.org/0000-0003-1492-6501, Thompson, I and Carroll, J, 2025. Seeing, being seen, and being able to see dyslexia in English schools: parent and teacher perspectives. Dyslexia, 31 (2): e70003. ISSN 1076-9242

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Abstract

In this study we present an analysis of interviews with parents and teachers, in order to understand the lived experience of families and teachers trying to support children with written language difficulties. Within these accounts, the value of a dyslexia diagnosis is examined in practice. Nineteen parents and 20 educators were interviewed, including four parents who completed additional interviews four years after their original accounts. Our analysis indicated that dyslexia is rendered largely invisible in our sample of English schools, with staff frequently reluctant to fully acknowledge it. The analysis suggests mechanisms that appear to underpin successful support or harm to students. An important feature was the role and recognition of diagnosis in increasing the visibility of children’s needs. Without recognition and understanding, support was inconsistent and ineffectual.

Item Type:	Journal article
Publication Title:	Dyslexia
Creators:	Thompson, A., Wood, C., Thompson, I. and Carroll, J.
Publisher:	Wiley
Date:	May 2025
Volume:	31
Number:	2
ISSN:	1076-9242
Identifiers:	Number Type 2385062 Other 10.1002/dys.70003 DOI
Rights:	© 2025 the author(s). Dyslexia published by John Wiley & Sons Ltd. This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.
Divisions:	Schools > School of Social Sciences
Record created by:	Laura Borcherds
Date Added:	25 Feb 2025 09:13
Last Modified:	15 Jan 2026 11:04
URI:	https://irep.ntu.ac.uk/id/eprint/53128

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