Effects of dyslexia on students' learning in primary and secondary schools

Upplifun nemenda í framhaldsskóla

Abstract

Literacy is essential for personal development and education and critical to societal, cultural, social, and economic well-being (Wooley, 2015). Individuals with dyslexia often need additional effort to attain academic success (Bazen et al., 2022). Educators play a pivotal role in recognizing their students’ needs, delivering appropriate support and instruction, and creating an environment that actively engages all students in learning (Malloy et al., 2019). They must provide appropriate and feasible support and accommodation while simultaneously presenting students with practical challenges and tasks (Wooley, 2015).

This article presents findings from a qualitative study that investigated the educational experiences of eight students diagnosed with dyslexia across primary and secondary schooling contexts. The study aimed to elucidate their academic journeys by addressing key inquiries: What are the challenges encountered by students with dyslexia in secondary education? How does dyslexia influence their learning processes? What insights can be gleaned from their collective experiences? The research employed purposive sampling to select participants, specifically students aged 16–17 attending secondary schools in Iceland, who were then interviewed using semi-structured formats.

Most participants expressed overall satisfaction with their primary education and the resources provided during their adolescent years. They successfully adapted to the tools and support available, noting that most educators made concerted efforts to address their needs. However, one participant reported dissatisfaction and a perceived lack of understanding from primary school teachers, although this situation improved significantly in the final term of the 10th grade. All participants recounted experiences with at least one teacher who failed to comprehend their needs, rendering those classes especially challenging. The students’ experiences in secondary education were diverse. Most concurred that while primary school support was more readily available, secondary education required them to actively seek assistance. They observed that their secondary school experiences were largely contingent upon the teachers’ knowledge of and willingness to accommodate dyslexia. Although many teachers showed awareness of how to support students with dyslexia, some did not effectively meet their educational needs.

The study’s findings reveal that dyslexia had a substantial impact on the students’ educational experiences, necessitating their pursuit of support throughout both primary and secondary education. The challenges faced by these students align with existing literature on dyslexia, particularly in disciplines reliant on reading and writing skills. The results indicate that most secondary schools and educators are proficient in recognizing and addressing the needs of students with dyslexia, contributing to an inclusive environment that fosters a positive self-concept among these students. Nevertheless, concerns were raised regarding individual teachers’ insufficient understanding of dyslexia, which could detrimentally affect academic performance. There was a consensus among participants that teachers should possess the requisite knowledge of dyslexia. The participants highlighted the significance of employing diverse instructional strategies and expressed a need for increased education on dyslexia and the resources available in secondary schools. One recommendation included monthly sessions with a special education teacher to monitor progress and identify areas for improvement. Additionally, some students advocated for greater dyslexia awareness among the entire student body due to its widespread prevalence.

Moreover, the study underscored the importance of ongoing professional development for educators. Regular training sessions could help teachers stay updated on the latest strategies and technologies to effectively support students with dyslexia. Participants suggested that such training should be mandatory and integrated into the professional development programs of all educational institutions. Furthermore, collaboration between teachers, parents, and special education experts was emphasized as a critical component for the success of students with dyslexia. Establishing clear communication channels and fostering a collaborative environment can significantly enhance the support system for these students.

Overall, the study suggests that despite the inherent challenges of dyslexia, the participants exhibited resilience and developed strategies to achieve academic success. Most participants reported satisfaction with their primary and secondary school experiences. Although accessing support in secondary school proved more challenging, it was generally attainable when sought. Most teachers were proactive in anticipating the needs of students requiring reading support and larger print materials; however, some educators did not sufficiently meet these needs. This research highlights the need for continuous efforts to enhance teacher training, resource availability, and awareness to ensure that all students with dyslexia can thrive academically and personally.