Behind the Curtain: An examination of dyslexic students’ responses to feedback on their written summative assignments

There has been an increase in the number of dyslexic students, in higher education with the necessity for better training and understanding by lecturers to accommodate their needs. Any adjustment and intervention seem to, however, concentrate on the medical definition of dyslexia, rather than the social definition. On the other hand, there is reported dissatisfaction and lack of student engagement with their feedback alongside difficulties experienced by lecturers in providing feedback. However, the current literature seems to fall short in exploring how written feedback could impact dyslexic students’ perceptions, emotions and consequently their feelings, which can in turn have a long-term impact on their learning and engagement with it. This research, therefore, sets out to examine dyslexic students’ responses to written feedback on their written summative assignments by inviting participants from a UK university to take part in Photovoice research. The insight and lived experiences of the nine participants were examined by reviewing transcripts alongside constructed images with captions to create different themes and sub-themes. The analysis of the generated data uses reflexive thematic analysis with critical pedagogy as the theoretical framework. The findings of this research highlight many struggles and frustrations of dyslexic students dealing with their feedback and underline some of their coping methods. Furthermore, the participants’ different suggestions for easing their engagement and access to their feedback are discussed alongside the examination of the applicability of Photovoice for research with dyslexic participants. It is concluded that perhaps changes and adjustments are needed in communicating feedback to dyslexic students which can include formatting, additional sessions and allocation of time for discussion and clarity. However, it is also highlighted that the students themselves should initiate any change by naming their world, taking action and demanding change with the aid of a revolutionary educator.

Grantor dc:publisher

Oxford Brookes University

Author dc:creator

• Sadeghi-Movahed, Hossein

Contributors dc:contributor

• Capewell, Carmel
• Wright, Susannah
• Kitchener, Mary

Statement dc:rights

• All rights reserved

Language dc:language

en

DOI dc:identifier

https://doi.org/10.24384/wmm4-rd32

OAI identifier oai:identifier

tle:3fcfec71-c861-4807-b57f-52d15553ef82:d6bd9758-527a-46cd-bfe2-c433766e8fca:1