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

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