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Teses / dissertações sobre o tema "Dyslexia"

Autor: Grafiati

Publicado: 4 de junho de 2021

Última modificação: 25 de julho de 2025

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1

Bergström, Veronica. "Dyslexi-Det dolda handikappet : Dyslexia-The hidden handicap." Thesis, Mälardalen University, Department of Social Sciences, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-218.

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<p>Syftet med detta arbete har varit att undersöka hur man på bästa sätt ger elever med dyslexi, läs- och skrivsvårigheter, en god skolgång. Jag valde att använda den kvalitativa metoden eftersom jag tror att djupgående intervjuer ger bäst resultat. Intervjuerna spelades in på band och sammanställdes sedan. För elever med dyslexi och läs- och skrivsvårigheter är det viktigt att hjälp sätts in i god tid. Om en person med läs och skrivsvårigheter får hjälp vid tidig ålder kan dyslexin förebyggas. För att hjälpa dessa elever till en god skolgång krävs att man ser till eleven, till barnet. Det är

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2

Hanly, Sarah M. "Exploring the cognitive underpinnings of word retrieval deficits in dyslexia using the tip-of -the-tongue paradigm." Diss., St. Louis, Mo. : University of Missouri--St. Louis, 2008. http://etd.umsl.edu/r3021.

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3

Michail, Konstantina. "Dyslexia : the experiences of university students with dyslexia." Thesis, University of Birmingham, 2010. http://etheses.bham.ac.uk//id/eprint/1055/.

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This thesis is focused upon and examines the experiences of students with dyslexia in higher education. At the time of the research project started not much was known about the experiences of higher education students with dyslexia. An insight into their lives and experiences with a further overview of their past is evaluated. The participants of this study were undergraduate and postgraduate students studying for a degree in Higher Education and were assessed as dyslexic. The sample consisted of students that were studying in three universities in the city that the research took place. In ord

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4

Soboleski, Penny K. "THE HIDDEN CHILDREN OF THE CLASSROOM: A VALIDATION STUDY USING ALTERNATIVE ASSESSMENTS TO UNCOVER THIRD-GRADE READERS WITH DYSLEXIA." Connect to this title online, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1143482871.

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5

King, Bernardine. "Similarities between acquired dyslexia, developmental dyslexia and early reading." Thesis, Open University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.427486.

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6

Cameron, Harriet. "Critical dyslexia : the discursive construction of dyslexia in higher education." Thesis, University of Sheffield, 2015. http://etheses.whiterose.ac.uk/7804/.

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The disparate ways in which dyslexia can be constructed in discourse in the higher education context have implications for the students who have been given the dyslexia label and for those in the wider learning community. The current study is an in-depth, two-level discourse analysis of two focus group conversations between university students with an identification of dyslexia. The study aimed to identify the discourses of dyslexia constructed during the focus groups; to explore the related subject positions students took up, offered or resisted (after Davies & Harre, 2001) and to consider so

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7

Moores, Elisabeth J. "Dyslexia : challenging theories." Thesis, University of Sheffield, 1999. http://etheses.whiterose.ac.uk/15162/.

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Experiments presented challenge theories on their ability to provide causal explanations of the pattern of performance in dyslexia. Studies la and 1 b employed a prism adaptation paradigm to investigate the Cerebellar Deficit Hypothesis (CDH). No group differences were found, although unfortunately it was concluded that the paradigm could not satisfactorily isolate cerebellar function from other compensation mechanisms. Studies 2a and 2b exploited a sequential stereopsis technique to test the visual deficit hypothesis. No group differences were found, although the dyslexic group did exhibit a

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8

Threlkeld, Aubry D. "Dyslexia as Disability." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461049.

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These three qualitative studies describe and analyze how and when young dyslexic people manage disability labels in talk. The theoretical framework informing this study includes post-structuralist approaches to analyzing talk about disability (Tremain, 2002, 2006; Goodley, 2011) and on-going debates about using discourses to model the relationship between impairment, disability and culture inside and outside social model of disability (Hughes & Paterson, 1997; Corker, 1998; Allan, 1999; Shakespeare, 2000; Corker & Shakespeare, 2002; Grue, 2011) and resistance against ableism generally (Gabel &

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9

Vender, Maria [Verfasser]. "Disentangling Dyslexia : Phonological and Processing Deficit in Developmental Dyslexia / Maria Vender." Bern : Peter Lang AG, Internationaler Verlag der Wissenschaften, 2017. http://d-nb.info/1140368389/34.

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10

Karlsson, Amanda. "Hur lärare kan arbete i klassrummet inom de samhällsvetenskapliga ämnena utifrån dyslexins tre problematik faktorer." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33600.

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11

Busgeet, Toynarain. "Dyslexia in higher education : exploring lecturers' perspectives of dylexia, dyslexic students and support strategies." Thesis, University of Liverpool, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.526789.

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Without the awareness and understanding of the academic staff who come in contact with students with dyslexia, no HEI can be said to be making satisfactory provision for such students" (Singleton et a1.1999, p. 50). Following the introduction of the Special Education Needs Report (2001-2) much has been achieved regarding the provision of dyslexia support in higher education in the U.K. However, academic staff themselves remain largely unaware about dyslexia and how best to support dyslexic students (Borland and lames, 1999; Tinklin et al., 2004; Mortimore and Crozier, 2006; Holloway, 2001; Goo

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12

Pollak, David. "Dyslexia, the self and higher education : learning life histories of students identified as dyslexic." Thesis, De Montfort University, 2002. http://hdl.handle.net/2086/4089.

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13

Stoodley, Catherine J. "The cerebellum and dyslexia." Thesis, University of Oxford, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275598.

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14

Richardson, Alex. "Dyslexia and schizotypal personality." Thesis, University of Oxford, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.386577.

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15

McAliskey, Margaret Mary. "Spelling processes in dyslexia." Thesis, University of Ulster, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250412.

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16

Zabell, Claire. "Individual differences in dyslexia." Thesis, University of Surrey, 2003. http://epubs.surrey.ac.uk/770247/.

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The current research attempted to understand individual differences in dyslexia by investigating potential sex differences (behavioural, cognitive and remedial), subtypes and predictors of symptom severity. The results did not specifically support the hypothesis that behavioural factors were related to the increased number of male dyslexics reported in the literature. Cognitive sex differences were identified on the months forwards subtest of the Bangor Dyslexia Test and on the digit span, coding and symbol search subtests from WAIS-IIIUK. In all cases, females outperformed males. Although the

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17

Wybrow, Dean P. "Subtypes of developmental dyslexia." Thesis, University of Essex, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.654953.

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This thesis is an examination of the idea that dyslexia is a heterogeneous condition and can be characterised by distinct subtypes. The thesis contains four studies conducted on a sample of 41 dyslexic children and around 300 normally reading children. The first three are concerned with the theory that the dual route model of reading applies to developing as well as adult reading. Study One used a regression outlier approach to compare children's nonword reading and irregular word reading and found that roughly equal incidence of surface and phonologica l dyslexia can be found in children. Stu

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18

Kirkby, Julie. "Binocular coordination and dyslexia." Thesis, University of Southampton, 2009. https://eprints.soton.ac.uk/143333/.

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Developmental dyslexia is suggested to affect approximately 5-10% of the population (Habib, 2000). The most influential theory of dyslexia is the phonological-deficit theory of dyslexia (Liberman, 1973; Stanovich, 1988; Snowling, 2000). An alternative explanation is that visual deficits can lead to reading difficulties (e.g. Stein & Walsh, 1997). To date the findings are mixed regarding the extent of visual deficits within the dyslexic population. Whether these problems represent a cause, correlation or consequence of the reading difficulty also remains highly controversial. The data presented

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19

Andersson, Erik, and Soha Abdelmalek. "Dyscalculia/Dyslexia - A Dichotomy?" Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27452.

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In this article, we analyse similarities and differences in and between two very topical issues in today's learning disabilities, namely dyscalculia and dyslexia. More precisely, we introduce the nature of mathematics as science, which - of course - is the essence of the matter. From this, we will try to prove that dyscalculia is not a concept by itself, but merely yet another one of the sad guises of dyslexia. This will completely answer the question given by the title of the thesis.

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20

Dailey, Natalie S., and Natalie S. Dailey. "Neurological Models of Dyslexia." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/622935.

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The reading network is only partially understood and even less is known regarding how the network functions when reading is impaired. Dyslexia is characterized by poor phonological processing and affects roughly 5-12% of the population. The Dorsal-Ventral and Cerebellar-Deficit models propose distinct behavioral and structural differences in young adults with dyslexia. Behavioral assessments were used to determine if deficits for young adults with dyslexia were restricted to the literacy domain or dispersed among reading and associated behavioral domains. Diffusion tensor imaging (DTI) was use

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21

Evans, Bruce J. W. "Ophthalmic factors in dyslexia." Thesis, Aston University, 1991. http://publications.aston.ac.uk/14626/.

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Although the role of ophthalmic factors in dyslexia remains the subject of controversy, recent research has indicated that the correlates of dyslexia may include binocular dysfunction, unstable motor ocular dominance, a deficit of the transient visual subsystem, and an anomaly that can be treated with tinted lenses. These features, typically, have been studied in isolation and their inter-relationship has received little attention. The aim of the present research was to investigate ophthalmic factors in dyslexia, with a particular emphasis on the interaction between optometric variables. Furth

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22

Ellis, Antony Robert. "Dyslexia and time : a comparison of speed and accuracy of young dyslexics and non-dyslexics on time recognition and time management by adult dyslexics." Thesis, University of Chester, 2013. http://hdl.handle.net/10034/311003.

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This research describes two invesitgations into temporal processing by dyslexics. Firstly, the accuracy and speed of response that dyslexic children and matched controls demonstrate on three types of time comparison task was explored. The participants were 96 boys and 24 girls, divided into three age bands: 7:0 - 7:11; 11:0 - 11:11 and 14:0 - 14:11 years of age of whom 60 were dyslexic and 60 non-dyslexic. Dyslexics in all age bads took longer and made fewer correct responses than non-dyslexics in time telling. Younger dyslexics were differentially disadvantaged when compared to older dyslexic

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23

Lemasters, Shelley J. "The comparative analysis of the dyslexia screening instrument and the dyslexia screen tool." Huntington, WV : [Marshall University Libraries], 2004. http://www.marshall.edu/etd/descript.asp?ref=513.

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24

Ingesson, S. Gunnel. "Growing up with dyslexia : cognitive and psychosocial impact, and salutogenic factors /." Lund : Dept. of Psychology, Lund University, 2007. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=016366470&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.

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25

Blakkisrud, Sara. "Läs-och skrivsvårigheter/dyslexi : -nu och förr." Thesis, Karlstad University, Faculty of Arts and Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-683.

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<p>Abstract</p><p>The purpose with this essay is to get an insight on how the school has changed over the past years in terms of reading- and writing difficulties/dyslexia. In the literature studies I mention reading- and writing difficulties and the reasons why some people get these problems. Further on in the literature study it is written about what the education act and the curriculum say about the school’s duties towards pupils in need of special support.</p><p>The result contains interviews with one language pedagogue and one special pedagogue who work in two different municipalities. In

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26

McNulty, Michael A. "Dyslexia and the life course." Click here for text online. The Institute of Clinical Social Work Dissertations website, 2000. http://www.icsw.edu/_dissertations/mcnulty_2000.pdf.

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Dissertation (Ph.D.) -- The Institute for Clinical Social Work, 2000.<br>A dissertation submitted to the faculty of the Institute of Clinical Social Work in partial fulfillment for the degree of Doctor of Philosophy.

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27

MacPhie, Ian Laurence. "The molecular genetics of dyslexia." Thesis, University of Oxford, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400145.

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28

Morgan, Jane Louise. "Stimulus equivalence and developmental dyslexia." Thesis, Bangor University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.362133.

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29

Chapman, Jade. "Molecular genetics of developmental dyslexia." Thesis, Cardiff University, 2011. http://orca.cf.ac.uk/55076/.

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Developmental Dyslexia (DD) is a complex, cognitive disorder which is characterised by an impairment in reading despite adequate educational, motivational and intellectual opportunities. Family and twin studies have shown that this common neurodevelopmental disorder has a highly heritable component. The aim of this thesis was to identify novel susceptibility variants for DD using several approaches. A candidate gene study was conducted, testing variants within the genes CDC42, PRTG, KIAA0319L, DCDC2b and RIOK3 for association with DD in the Cardiff case-control sample. None of the variants wit

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30

Perkin, Glynis. "Mathematics learning support and dyslexia." Thesis, Loughborough University, 2007. https://dspace.lboro.ac.uk/2134/8021.

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This research identifies, through an extensive series of exploratory and explanatory case studies, the mathematical difficulties that might be encountered by dyslexic engineering students. It details support mechanisms that may be put in place to help these students reach their full potential and makes suggestions for the introduction of measures at institutional level to ensure compliance with current legislation. This is an area, identified from the literature search, that has not, until now, been the focus of any substantial research activity and thus the findings form an original and signi

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31

Chan, Sau-wai Elaine, and 陳秀慧. "Late-emerging dyslexia in Chinese." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50638932.

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The present thesis aimed to identify and examine children with late-emerging dyslexia (LED) in Chinese. They were a group of children who only met the diagnostic criteria of dyslexia in their later stage of development after Grade 3. Their cognitive profile in word level and text level skills were compared with those who were diagnosed as dyslexia at their early grades (ED), i.e., before Grade 3. This thesis also aimed to identify early predictors which could discriminate the two groups, the LED and ED groups. Study 1 was a cross-sectional study which aimed to identify a group of LED children

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32

Philpott, Matthew John Irvine. "Towards a phenomenology of dyslexia." Thesis, University of Warwick, 2000. http://wrap.warwick.ac.uk/2323/.

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In this thesis I apply Merleau-Ponty's brand of existential phenomenology to the developmental language disorder 'dyslexia'. Developmental dyslexia is marked by an unexpected failure to acquire written language skills, in particularly reading, spelling and aspects of writing, and has primarily been studied by experimental cognitive psychology, physiology, and more recently, the neurosciences. The current explanatory paradigm holds the view that symptoms of dyslexia are caused by deficits in phonological skills, in particularly verbal memory and phoneme awareness. As a means of facilitating pre

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33

Riddell, Patricia Mary. "Vergence eye movements and dyslexia." Thesis, University of Oxford, 1987. http://ora.ox.ac.uk/objects/uuid:fc695d53-073a-467d-bc8d-8d47c0b9321e.

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34

Brookes, Rebecca Louise. "Dyslexia, automaticity and procedural learning." Thesis, University of Sheffield, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.440905.

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35

Fawcett, Angela. "A cognitive architecture of dyslexia." Thesis, University of Sheffield, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.295122.

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36

Griffiths, Yvonne Marie. "Individual differences in developmental dyslexia." Thesis, University of York, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311006.

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37

Pickering, Susan J. "The early identification of dyslexia." Thesis, University of Sheffield, 1995. http://etheses.whiterose.ac.uk/3001/.

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The objective of this study was to develop a screening test to identify children at risk for dyslexia at four or five years of age. A battery of tests, based on recent theoretical developments in dyslexia research, and including measures such as tests of IQ, phonological and motor skills, and reaction time, was administered to 91 children (including a small group with dyslexic parents or siblings) at the age of four and five years. Subjects were followed up at 6.6 and 7 years, and a group of dyslexic children were identified. Following analysis of differences in the performance of dyslexic and

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38

Duncan, Lynne G. "Cognitive impairments in developmental dyslexia." Thesis, University of St Andrews, 1992. http://hdl.handle.net/10023/13512.

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The nature of cognitive impairments in developmental dyslexia was investigated in two studies. The issue of heterogeneity was addressed and an attempt was made to identify cognitive processes which might feature in a dimensional model of reading ability. The first study examined the hypothesis that developmental dyslexics are delayed in their general perceptual development. Phonological, visual and tactile segmentation skills were assessed together with nonword naming ability. As a group, the dyslexics were only impaired for reading age at phoneme deletion and nonword naming. However, individu

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39

Altarelli, Irene. "Neuroanatomical correlates of developmental dyslexia." Paris 6, 2013. http://www.theses.fr/2013PA066411.

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Developmental dyslexia is a specific learning disorder that impacts reading abilities, despite normal education, intelligence and perception. The aim of the present work is to determine its neuroanatomical correlates, with the broader goal of identifying associations between genetic variants, brain anatomy and cognitive impairments. To this end, three studies were conducted, comparing magnetic resonance images of dyslexic and control subjects. In a first study, we analysed a variety of cortical measures with both a region of interest and a global vertex-by-vertex approach. A trend for increase

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40

Knudsen, Lina. "Dyslexia and Foreign Language Learning." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36456.

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This essay looks at the language based disorder dyslexia and how it affects students’ ability to learn a foreign language. It will look closer at the strategies and tools foreign language teachers use to tackle the problems a dyslexic student may have when learning a new language. This research draws upon the interviews of foreign language teachers as well as the existing research on dyslexia and language acquisition. The main research questions of this essay are: How do foreign language teachers describe the disorder dyslexia both from a theoretical perspective as well as from a practical per

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41

Bradley, Veronica A. "Varieties of acquired phonological dyslexia." Thesis, Aston University, 1985. http://publications.aston.ac.uk/12145/.

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The existence of different varieties of the acquired reading disorder termed "phonological dyslexia" is demonstrated in this thesis. The data are interpreted in terms of an information-processing model of normal reading which postulates autonomous routes for pronouncing lexical and non-lexical items and identifies a number of separable sub-processes within both lexical and non-lexical routes. A case study approach is used and case reports on ten patients who have particular difficulty in processing non-lexical stimuli following cerebral insult are presented, Chapters 1 and 2 describe the theor

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Colgin, Clayton Shawn. "Alternative perceptions of reality: dyslexia." Thesis, The University of Sydney, 2009. http://hdl.handle.net/2123/5349.

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My MVA work, Alternative Perceptions of Reality: Dyslexia, revolves around dyslexia and ways in which dyslexic artists, like myself, represent reality in their art. I focus on how dyslexics perceive space and time, how this is represented in their work and how it manifests in my own work. The introduction describes why dyslexia is relevant to art, provides more detail on dyslexia itself and ways dyslexia can affect perception. Surrealism and Symbolism are discussed in order to draw parallels with dyslexic perception. Chapter 1 describes the influences on my own work, including dyslexia, primit

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Colgin, Clayton Shawn. "Alternative perceptions of reality: dyslexia." University of Sydney, 2009. http://hdl.handle.net/2123/5349.

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Master of Visual Arts<br>My MVA work, Alternative Perceptions of Reality: Dyslexia, revolves around dyslexia and ways in which dyslexic artists, like myself, represent reality in their art. I focus on how dyslexics perceive space and time, how this is represented in their work and how it manifests in my own work. The introduction describes why dyslexia is relevant to art, provides more detail on dyslexia itself and ways dyslexia can affect perception. Surrealism and Symbolism are discussed in order to draw parallels with dyslexic perception. Chapter 1 describes the influences on my own work, i

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Marogna, Veronica <1988&gt. "Dyslexia and Foreign Language Teaching." Master's Degree Thesis, Università Ca' Foscari Venezia, 2013. http://hdl.handle.net/10579/2346.

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The study investigates the use of teaching accommodations towards pupils with dyslexia. The aim of the study is to verify whether there are accommodations in teaching, testing and assessment practice that ease foreing language learning for dyslexics. Secondly, whether foreign language teachers use these accommodations in their classroom. Partipiants of the study were asked to fill in an online questionnaire.

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45

Jusufi, Qefsere. "DYSLEXIA, AWARENESS AND DISCRIMINATORY POTENTIAL : Perceptions of dyslexia among teachers in primary schools in Prishtina." Thesis, Linnéuniversitetet, Institutionen för socialt arbete, SA, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-34209.

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Background The most common reading disability is dyslexia. This reading disability encompasses various symptoms such as poor spelling outcomes, reading fluency and difficulties in expressing oneself. Failur to diagnose children coping with dyslexia is a potential risk of discrimination and social exclusion. Aim The aim of this Master thesis is to explore if the primary school teachers in Prishtina are conscious of the term dyslexia. This provides a better understanding of teacher’s perceptions about dyslexia and to which extent they are aware of it. An additional purpose is to investigate teac

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Majer, Vanessa. "Perceptions of dyslexia held by students with dyslexia and their teachers within a secondary school." Thesis, University of Leicester, 2018. http://hdl.handle.net/2381/42927.

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This research conducted within a rural, 11-16 all ability secondary school, in the East Midlands, explores how dyslexia is perceived by students with dyslexia and their teachers. An interpretative study it takes the epistemological stance of social constructivism, drawing together salient concepts from literature to synthesise a Conceptual Framework which is used to formulate research questions, inform methodology and act as an analytical tool. Perception is integral to learning; teachers’ perceptions impacting upon pedagogy, interaction and curricular opportunities, whilst students’ perceptio

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47

Farruggia-Bochnak, Antonio Giuseppe. "Beyond four dyslexia paradigms : an alternative perspective on dyslexia and emancipatory intervention on self-concept." Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7145/.

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This study postulates that there are currently four main dyslexia paradigms. These paradigms are: a) the Positivist-Intrinsic-Dyslexia-Paradigm, which reflects positivist studies on dyslexia that hold the etiological view that dyslexia exists intrinsically to the individual (of constitutional origin), b) the Interpretivist-Intrinsic-Dyslexia-Paradigm, which holds the etiological view that dyslexia exists intrinsically to the individual c) the Positivist-Extrinsic-Dyslexia-Paradigm, which reflects studies on dyslexia that hold the etiological view that dyslexia exists extrinsically to the indiv

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Spence, Cynthia Jenina. "Dyslexia: A struggling reader's journey towards literacy." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3353.

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The purpose of this research paper is to investigate how dyslexia is currently being defined and debated by both the academic and scientific communities. Additionally, this thesis analyzes how dyslexia is presently being dealt with in the classroom and how this disability is represented in children's literature.

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Johansson, Helena. "Dyslexia:Assessment and Examination of Dyslexic Students, Dyslexi: Bedömning och Examination av dyslektiska elever." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29805.

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The purpose of this degree project is to address the issue of dyslexia in the language classroom. It explores how teachers understand, address and work with dyslexia in relation to assessment and examination. The research has been based on qualitative interviews conducted with three working teachers: two English teachers and one Swedish teacher who is specialized in special aid teaching. Along with a theoretical background regarding useful research, relevant terms and definitions used in the discussion concerning dyslexia, the research establishes that interviewed teachers understand what work

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Sims, Rebecca. "Dyslexia : experiencing label-learning from the positive experiences of young people with dyslexia in mainstream education." Thesis, University of East London, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.533048.

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The research used a case study approach to explore the perspectives of six dyslexic learners, who had been identified as succeeding in school. The research took a Positive Psychology approach by seeking to distil the key factors contributing to the dyslexic learners' success. Semi-structured interviews, using a solution focussed approach, enabled pupil perspectives to be gathered. The interview questions related to how the pupils made sense of the label of dyslexia, what personal strengths and interests they had, how they had been supported within school and outside of school and ways in which

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