Exploring perceptions of the supports and barriers to the academic success of individuals with developmental dyslexia

Abstract

Dyslexia is a neurodevelopmental condition that primarily affects accurate and fluent reading, spelling, and decoding. Even with adequate instruction, individuals with dyslexia may continue to experience persistent difficulties in literacy, academic performance, and emotional well-being. In the classroom, these challenges can manifest as reduced reading fluency, slower processing speed, and difficulty engaging with complex tasks, which may lead to frustration, anxiety, or social withdrawal. However, many individuals with dyslexia demonstrate notable strengths such as creativity, problem-solving ability, and advanced visual–spatial reasoning. This paradox raises a critical question: why do some individuals with dyslexia achieve academic success while others continue to struggle? What factors could influence this? This thesis investigates perceived factors that support or hinder academic success in dyslexia through a literature review and three empirical studies involving teachers, adults’ retrospective accounts, and children’s prospective beliefs. Methods included interviews, narrative vignettes, and animated scenarios. Across the literature and empirical findings, four key domains were identified: cognitive, educational, social (peer–family), and emotional. Cognitive factors (e.g., phonological processing, attention, working memory) influence learning and literacy development. Educational factors include teaching quality, teacher knowledge, and access to assistive technology. Social support from family and peers contributes to motivation and confidence, while emotional factors such as resilience and self-esteem support sustained engagement. Cross-cultural findings showed that participants from the United Kingdom and Mainland China considered all four domains relevant. However, UK participants differentiated more clearly between domains, rating peer– family factors relatively higher and educational factors lower, whereas Chinese participants showed a more even pattern across domains. Overall, the findings align with and extend existing literature by highlighting the multidimensional nature of academic success in dyslexia. The thesis emphasises the need for inclusive educational practices that integrate cognitive support, effective teaching, social support, and attention to emotional well-being.

Thesis is under embargo until 31 July 2031.

Date of Award	Jul 2026
Original language	English
Awarding Institution	Queen's University Belfast
Supervisor	Tim Fosker (Supervisor), Agnieszka Graham (Supervisor) & Elida Cena (Supervisor)