‘They labelled me ignorant’: the role of neuroscience to support students with a
            profile of dyslexia

Camilleri, Stephen; Chetcuti, Deborah; Falzon, Ruth

doi:10.1088/978-0-7503-2723-7ch9

Neurological Disorders and Imaging Physics, Volume 5 2020

DOI: 10.1088/978-0-7503-2723-7ch9

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‘They labelled me ignorant’: the role of neuroscience to support students with a profile of dyslexia

Stephen Camilleri¹,

Deborah Chetcuti²,

Ruth Falzon³

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2021

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“…Leitão et al (2017) also stated that participants reported feeling negative and frustrated prior to diagnosis, but after diagnosis reported feeling relief and acceptance about their difficulties. Camilleri, Chetcuti, and Falzon (2020) look at the relationship between students' experiences and the neuroscience evidence around the benefits of early diagnosis. From the interviews conducted with students, they argue that 'it is very important to diagnose students as early on as possible and also to make teachers and educators aware of the characteristics of dyslexia so that they can avoid labelling students as lazy and stupid' (p. 370).…”

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The impact of the dyslexia label on academic outlook and aspirations: An analysis using propensity score matching

Knight

2021

Brit J of Edu Psychol

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Background. There is current academic debate over the reliability of the dyslexia label. However, this argument does not consider the impact of the dyslexia label on an individual's academic outlook and aspirations.Aims. Using data from the Millennium Cohort Study, this paper aims to objectively explore the impact of the dyslexia label on academic outlook and aspirations.Methods. Propensity score matching was used to compare children with dyslexia with a non-dyslexic group matched on ability, socioeconomic class, parent education, income, country, gender, and age in year group.Results. The results show that those labelled with dyslexia hold lower beliefs about their ability in English and Maths than their matched peers without this label. The children labelled with dyslexia were also significantly less likely to say that they would go to university. Furthermore, teachers and parents held lower aspirations for children labelled with dyslexia. As the children were matched, the results show that dyslexic children, their teachers and parents hold lower expectations of the child's academic ability while holding higher expectations of those with matched characteristics who do not have the dyslexia label.Conclusions. The paper concludes that caution is needed when labelling with dyslexia and that further research is needed in order establish whether labelling with dyslexia is beneficial in the current system.Dyslexia is a specific learning difficulty associated with the ability to decode written text. Dyslexia commonly manifests in the difficulty to perform literacy-based tasks; however, many other symptoms have also been linked with dyslexia (see Hulme & Snowling, 2016 for full review). In 2012-2013, the number of dyslexic students entering higher education institutions in the United Kingdom was 22 times higher than the number entering two decades previously (1994( -1995( ) (Grove, 2014. However, while the number of dyslexic students is increasing, there is an ongoing academic debate over whether there is sufficient evidence to show clear distinctions between those with dyslexia and poor readers (

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confidence: 99%

The impact of the dyslexia label on academic outlook and aspirations: An analysis using propensity score matching

Knight

2021

Brit J of Edu Psychol

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‘They labelled me ignorant’: the role of neuroscience to support students with a profile of dyslexia

Cited by 1 publication

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The impact of the dyslexia label on academic outlook and aspirations: An analysis using propensity score matching

The impact of the dyslexia label on academic outlook and aspirations: An analysis using propensity score matching

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