Using Photovoice to explore the views of young people with dyslexia of their academic and extra-curricular lives

Dyslexia is the most common form of specific learning difficulty characterised by difficulties in phonological processing. Secondary characteristics include impaired working memory, sequencing and organisational skills. A lack of research has been undertaken regarding school-age pupils’ experiences of living with dyslexia. In this research, a small-scale study was carried out to explore the experiences of a group of secondary school pupils with dyslexia. The participants were selected randomly from those pupils in the school who had been identified as being dyslexic following assessment by an educational psychologist. The photovoice method was used as a tool to explore the participants' perceptions of their lives both inside and outside the classroom. This strategy enabled the participants to record their strengths and concerns and promoted critical dialogue through group discussions of the photographs. These discussion were analysed using thematic analysis. Five major themes were identified; the extra-curricular self; the academic self; a creative preference; the role of parents; and the need for effective classroom support. In addition the importance of a diagnosis of dyslexia was discussed. Research findings suggest that the participants’ global self-concept and self-esteem were high, as they sought challenge and achieved success in their extra-curricular lives. Academic self-concept was lower, with all acknowledging the negative impact of dyslexia on their classwork. Academic self-esteem remained positive in relation to their own potential, but they lacked confidence when put in a position of having to assess the work of others. The role of parents was important for all participants, both in academic support and providing opportunities to succeed outside school. There is a need for the school to support parents in performing this valuable role in their children’s lives. The experiences of academic support in the classroom was inconsistent, suggesting that teachers were not always aware of their pupils’ needs or how to support them with their specific needs. A diagnosis of dyslexia was generally seen as having a positive impact, particularly in providing an explanation for their difficulties. It is recommended that the school review staff awareness of pupils’ special-needs status and that training is provided on appropriate strategies to support long-term learning. Following the research project, the school has invested in software to support the development of literacy skills. It is recommended that training is provided to parents to allow them to support their children in the use of this software.

Name dc:type.qualificationname

Doctor of Education

Level dc:type.qualificationlevel

Doctoral Thesis

Grantor dc:publisher.institution

Queen's University Belfast

Year dc:date.issued

2022

Author dc:creator

• Nesbitt, Kemuel

Advisors dc:contributor.advisor

• Leitch, Myra
• MacKenzie, Alison

Language dc:language

eng

Identifier

oai:pure.qub.ac.uk/portal:studenttheses/fc32969c-fb18-4607-a275-5edd543183fc

OAI identifier oai:identifier

oai:pure.qub.ac.uk/portal:studenttheses/fc32969c-fb18-4607-a275-5edd543183fc