The purpose of this Interpretative Phenomenological Analysis study was to understand how dyslexics’ and non-dyslexics’ perceptions about dyslexia impacted the life experiences of dyslexic individuals with successful careers. Six dyslexic participants described meaningful experiences in their lives and career success in individual, semistructured, in-person interviews in the New York tri-state area. The participants shared insights that revealed four themes: (1) Challenging Academic Experiences, (2) Thinking Differently and Creating Success, (3) Championing a Growth Mindset and Positive Thinking, and (4) Leading with Strengths and Talents.
This study explored the transformative shift from narrowly viewing dyslexia as a neurological disorder to a wider lens of potential advantages for adult dyslexics in successful careers. Eide & Eide (2012) suggested that the same brain differences that create challenges in reading, language, and learning may have also produced strengths in conceptual, visual, and visionary thinking. The participants shared their strengths and talents, challenges and opportunities in their unique career journeys.
","abstract_html":"<p>The purpose of this Interpretative Phenomenological Analysis study was to understand how dyslexics’ and non-dyslexics’ perceptions about dyslexia impacted the life experiences of dyslexic individuals with successful careers. Six dyslexic participants described meaningful experiences in their lives and career success in individual, semistructured, in-person interviews in the New York tri-state area. The participants shared insights that revealed four themes: (1) Challenging Academic Experiences, (2) Thinking Differently and Creating Success, (3) Championing a Growth Mindset and Positive Thinking, and (4) Leading with Strengths and Talents.</p> <p>This study explored the transformative shift from narrowly viewing dyslexia as a neurological disorder to a wider lens of potential advantages for adult dyslexics in successful careers. Eide & Eide (2012) suggested that the same brain differences that create challenges in reading, language, and learning may have also produced strengths in conceptual, visual, and visionary thinking. The participants shared their strengths and talents, challenges and opportunities in their unique career journeys.</p>","abstract_has_math":false,"creators":["Blake, Bonnie A."],"institution":null,"degree_name":"Doctor of Education (EdD)","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Brianna Parsons","Michael Patrick","Monica L. Creelman"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018-04-01T07:00:00Z","date_published":"2018-04-01T07:00:00Z","updated_at":"2026-07-24T05:21:18Z","subjects":["dyslexia","dyslexics in careers","successful dyslexics","Educational Leadership"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dune.une.edu/theses/199","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Brianna Parsons","Michael Patrick","Monica L. Creelman"]},{"key":"dc:creator","label":"Author","values":["Blake, Bonnie A."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2019-02-25T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["dyslexia","dyslexics in careers","successful dyslexics","Educational Leadership"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dune.une.edu/theses/199"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this Interpretative Phenomenological Analysis study was to understand how dyslexics’ and non-dyslexics’ perceptions about dyslexia impacted the life experiences of dyslexic individuals with successful careers. Six dyslexic participants described meaningful experiences in their lives and career success in individual, semistructured, in-person interviews in the New York tri-state area. The participants shared insights that revealed four themes: (1) Challenging Academic Experiences, (2) Thinking Differently and Creating Success, (3) Championing a Growth Mindset and Positive Thinking, and (4) Leading with Strengths and Talents.
This study explored the transformative shift from narrowly viewing dyslexia as a neurological disorder to a wider lens of potential advantages for adult dyslexics in successful careers. Eide & Eide (2012) suggested that the same brain differences that create challenges in reading, language, and learning may have also produced strengths in conceptual, visual, and visionary thinking. The participants shared their strengths and talents, challenges and opportunities in their unique career journeys.
"]},{"key":"dc:title","label":"Title","values":["Transforming Disability To Advantage: A Phenomenological Study Of Career Success For Dyslexics"]}]}],"canonical_facts":{"dc:contributor":["Brianna Parsons","Michael Patrick","Monica L. Creelman"],"dc:creator":["Blake, Bonnie A."],"dc:date.available":["2019-02-25T08:00:00Z"],"dc:description.abstract":["The purpose of this Interpretative Phenomenological Analysis study was to understand how dyslexics’ and non-dyslexics’ perceptions about dyslexia impacted the life experiences of dyslexic individuals with successful careers. Six dyslexic participants described meaningful experiences in their lives and career success in individual, semistructured, in-person interviews in the New York tri-state area. The participants shared insights that revealed four themes: (1) Challenging Academic Experiences, (2) Thinking Differently and Creating Success, (3) Championing a Growth Mindset and Positive Thinking, and (4) Leading with Strengths and Talents.
This study explored the transformative shift from narrowly viewing dyslexia as a neurological disorder to a wider lens of potential advantages for adult dyslexics in successful careers. Eide & Eide (2012) suggested that the same brain differences that create challenges in reading, language, and learning may have also produced strengths in conceptual, visual, and visionary thinking. The participants shared their strengths and talents, challenges and opportunities in their unique career journeys.
"],"dc:identifier":["https://dune.une.edu/theses/199"],"dc:subject":["dyslexia","dyslexics in careers","successful dyslexics","Educational Leadership"],"dc:title":["Transforming Disability To Advantage: A Phenomenological Study Of Career Success For Dyslexics"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education (EdD)"]},"updated_at":"2026-07-24T05:21:18Z"}