“Some people don’t really believe in it”

: the discursive construction of dyslexia among adolescents identified as dyslexic

Abstract

Debate surrounding dyslexia has been ongoing since it was first recognised resulting in a plethora of information and discourses regarding dyslexia in circulation. Young people identified as dyslexic will encounter numerous discourses of dyslexia from the media, teachers, parents, peers, and psychologists. As dyslexia is not a visible condition, it is through these discourses that it is primarily understood. To date, there has been limited research focusing on how young people with dyslexia understand and discursively construct the term. Critical discursive psychology and reflexive thematic analysis were conducted on the transcript of a group discussion between five adolescents identified as dyslexic. The current study aimed to explore how young people with dyslexia construct the term, position themselves, and formulate their experiences in a group discussion, while also considering the discursive strategies they employ. Findings indicate that dyslexia was primarily constructed as a barrier/ limitation, as a difference, and as misunderstood. Participants spoke of challenges they experienced in education and how dyslexia impacted more than just literacy. They expressed concern about how teachers and peers understood and perceived their difficulties, with these impacting decisions regarding disclosing their diagnosis and accessing support/ accommodations. Implications and recommendations for professionals working with children and young people are discussed.

Thesis is embargoed until 31 December 2025.

Date of Award	Dec 2024
Original language	English
Awarding Institution	Queen's University Belfast
Sponsors	Department of Education Northern Ireland
Supervisor	Anthea Percy (Supervisor)