Dyslexia or Literacy Difficulties: What Difference Does a Label Make? Exploring the Perceptions and Experiences of Young People

Article


Gibby-Leversuch, R., Hartwell, B. K. and Wright, S. 2021. Dyslexia or Literacy Difficulties: What Difference Does a Label Make? Exploring the Perceptions and Experiences of Young People. Educational Psychology Research and Practice. 7 (1), pp. 1-15. https://doi.org/10.15123/uel.899yq
AuthorsGibby-Leversuch, R., Hartwell, B. K. and Wright, S.
Abstract

This study explores the views of young people (YP), with and without self-reported dyslexia or literacy difficulties, focussing on the impact of labels. Qualitative data were gathered through an online survey and individual interviews. The study highlights how the presence or absence of a label can impact people’s perceptions. Dyslexia was perceived as biological in origin; therefore, YP with the label were seen as not to blame for their difficulties. However, more negative judgements were made about YP without the label but with the same difficulties. Participants viewed the label as important for gaining support, yet highlighted the potential for discrimination in terms of access to diagnosis and resources. What was important to participants with dyslexia was not necessarily the label but the support that they received and how they were viewed by others. Implications for school professionals are discussed in terms of ensuring that YP feel empowered by the way they are described.

JournalEducational Psychology Research and Practice
Journal citation7 (1), pp. 1-15
ISSN2059-8963
Year2021
PublisherSchool of Psychology, University of East London
Publisher's version
License
File Access Level
Anyone
Digital Object Identifier (DOI)https://doi.org/10.15123/uel.899yq
Publication dates
Online2021
Publication process dates
Deposited12 Aug 2021
Copyright holder© 2021 The Authors
Permalink -

https://repository.uel.ac.uk/item/899yq

Download files


Publisher's version

Explore this article

Explore this article

Editorial
Giles, P. 2021. Editorial. Educational Psychology Research and Practice. 7 (1), p. 1–2. https://doi.org/10.15123/uel.899y8
Supporting Special Educational Needs and Disability (SEND) Youth Co-Production: An Exploration of Practitioner Views
Boswell, N., Douglas-Osborn, E. and Woods, K. 2021. Supporting Special Educational Needs and Disability (SEND) Youth Co-Production: An Exploration of Practitioner Views. Educational Psychology Research and Practice. 7 (1), p. 1–10. https://doi.org/10.15123/uel.899y9
A Critical Review of the Educational Psychologist’s Role in Engaging with Young Carers
Pickup, H. 2021. A Critical Review of the Educational Psychologist’s Role in Engaging with Young Carers. Educational Psychology Research and Practice. 7 (1), pp. 1-7. https://doi.org/10.15123/uel.899yv
A Systematic Review of Research Evidence Reporting Educational Psychologists’ Use of Contextual Observation in Practice
Leatherbarrow, J., Woods, K., Thomas, G. and Tyldesley, K. 2021. A Systematic Review of Research Evidence Reporting Educational Psychologists’ Use of Contextual Observation in Practice. Educational Psychology Research and Practice. 7 (1), pp. 1-17. https://doi.org/10.15123/uel.899yw
Tree of Life: A Tool for Therapeutic Growth?
Kasmani, H. 2021. Tree of Life: A Tool for Therapeutic Growth? Educational Psychology Research and Practice. 7 (1), pp. 1-9. https://doi.org/10.15123/uel.899yx
Universal Wellbeing Practices in Schools: Framing Evidence-Informed Practice Within the Five Ways to Wellbeing
Gillard, D., Reid, A., Bull-Beddows, R., Mohamed-Goush, S., Stanley-Duke, M. and Cook, E. 2021. Universal Wellbeing Practices in Schools: Framing Evidence-Informed Practice Within the Five Ways to Wellbeing. Educational Psychology Research and Practice. 7 (1), pp. 1-12. https://doi.org/10.15123/uel.899yy
Educational Psychology and the Dissemination of Evidence to Professional Practice
Sedgwick, A. and Stothard, J. 2021. Educational Psychology and the Dissemination of Evidence to Professional Practice. Educational Psychology Research and Practice. 7 (1), pp. 1-12. https://doi.org/10.15123/uel.899yz
Review of the Film Rocks, by Sarah Gavron, Director
Acheampong, D. 2021. Review of the Film Rocks, by Sarah Gavron, Director. Educational Psychology Research and Practice. 7 (1), p. 1. https://doi.org/10.15123/uel.899z0
  • 331
    total views
  • 272
    total downloads
  • 0
    views this month
  • 0
    downloads this month

Export as