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The impact of dyslexia assessment on students' self-esteem and coping strategies

Barbara Riddick

School of Education, University of Durham Barbara.riddick@durham.ac.uk

Abstract

There is understandable concern over how dyslexia is defined and identified but there has been relatively little systematic research on how the process of assessment and identification impacts on individuals self-perception and subsequent coping strategies. Over a number of studies we have been concerned with this issue (Riddick 1996, Riddick, Farmer & Sterling 1997, Riddick, Sterling & Farmer 1998, Riddick 2000, Riddick 2001, Farmer, Riddick and Sterling 2002). In some recent research dyslexic university students (at 2 universities) were asked in a questionnaire to rate and comment on various aspects of the assessment and support process they had experienced. It was found that factors leading up to the assessment and following on from the assessment were often critical in how helpful the assessment process was in terms of self-esteem and development of positive coping strategies. It clearly indicated that an integrated approach to assessment and support rather than stand alone assessment was desirable and that policy to encourage this should be developed. It also raised wider questions about the circumstances under which the label dyslexia is seen as helpful or unhelpful by both children and adults.

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