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Developing a dyslexic identity: dyslexic students' reflections on their experiences of assessment and identification

Julia Burdett and Bob Burden

University of Exeter R.L.Burden@exeter.ac.uk

Abstract

Despite the ever increasing number of research studies into various aspects of dyslexia, comparatively little research has been carried out on the emotional consequences of identification / non-identification or on dyslexic young people's developing self concepts as learners. This paper will describe a wider scale investigation into such aspects by means of structured interviews and especially constructed questionnaires The study was carried out at an independent residential school for dyslexic boys (CA 11-16) with 50 children. The paper will provide details of the instruments used and of the interview process, together with findings which demonstrate the importance of developing self-efficacy and internal locus of control in intervention programmes for dyslexics. They also reveal that learned helplessness and depression are not automatic outcomes of dyslexia.

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