02 December 2019
Author: Rosa Gibby-Leversuch
This systematic review investigates the links between literacy difficulties, dyslexia and the self-perceptions of children and young people (CYP).
It aims to further understanding by building on Burden’s (2008) review and explores how the additional factors of attributional style and the dyslexia label may contribute to the self-perceptions of children and young people.
19 papers are included and quality assessed. Quantitative papers measured the self- reported self-perceptions of CYP with literacy difficulties and/or dyslexia (LitD/D) and compared these with the CYP without LitD/D. Qualitative papers explored the lived experiences of CYP with LitD/D, including their self-views and how these were affected by receiving a dyslexia diagnosis.
Results suggest that CYP with LitD/D may be at greater risk of developing negative self-perceptions of themselves as learners, but not of their overall self-worth.
Factors found to be relevant in supporting positive self-perceptions include adaptive attributional styles, good relationships with peers and parents, and positive attitudes towards dyslexia and neurodiversity. In some cases, CYP with LitD/D felt that others perceived them as unintelligent or idle; for these CYP, a diagnosis led to more positive self-perceptions, as it provided an alternative picture of themselves.
There is a need for further research to explore the impact of attributional style and the potential for intervention, as well as CYP’s experiences of diagnosis and the associated advantages or disadvantages.
There has been ongoing debate around the use of the term ‘dyslexia’ to describe the literacy difficulties of certain individuals, however, CYP’s perceptions of the advantages and disadvantages of the use of the term have not been directly sought.
This study aims to explore the views of young people (YP), with and without experiences of dyslexia, with a particular focus on the impact of labels. A qualitative methodology is used to explore the views of a range of individuals currently in secondary education (aged 13-19).
The views of 36 YP (12 with self-reported dyslexia, 12 with self-reported literacy difficulties and 12 with no reported literacy difficulties) were gathered using an online survey. In depth one- to-one interviews were also carried out with six YP who reported having dyslexia.
Results show that YP saw the dyslexia label as an important factor in gaining appropriate support for difficulties, and highlight the potential for discrimination in terms of access to diagnosis and therefore access to support. The dyslexia label led to changes in perceptions and helped to remove the sense that a YP may be to blame for their difficulties, as dyslexia was seen as having a biological origin.
This was beneficial for those individuals who had the label, but led to more negative judgements being made in relation to individuals with literacy difficulties but no dyslexia label. Furthermore, the label was associated with permanence, which is discussed in terms of attribution theory.
Implications for Educational Psychologists and school staff are discussed in terms of ensuring that YP, and their teachers, have a good understanding of their literacy needs and are empowered by the way their needs are described, and are not subject to selective stigmatisation.