Educational experiences often influence self‐concept. Thus, readers with dyslexia can have
low self‐esteem and self‐efficacy, and perceive themselves as less intelligent than their …

This systematic review of the qualitative research on the formal school education of children
with dyslexia addresses three main questions: 1) What is known about the educational …

Concept mapping (a mixed qualitative—quantitative methodology) was used to describe
and understand the psychosocial experiences of adults with confirmed and self-identified …

The aim of this study is to explore adult students' descriptions and understandings of their
reading and writing difficulties, and to describe the ways they are copying with them. In …

This study explores the long-term effects of difficulties in reading and mathematical skills on
educational achievement and successful graduation from secondary education as well as …

This paper reports a study exploring the personal and educational experiences of Greek
students with dyslexia in higher education. Interviews with 16 students with dyslexia (11 …

This paper reports on a qualitative/quantitative adult dyslexic study of 22 dyslexics who
presently or have in the past suffered from a depressive disorder, and 7 control dyslexic …

Living with a concealable stigmatised identity, adults with dyslexia are at risk for low self-
esteem. The small but growing body of research on adults with dyslexia suggests that …

Students with poor reading skills and reading difficulties (RDs) are at elevated risk for
bullying involvement in elementary school, but it is not known whether they are at risk also …

Reading difficulties (RDs) are easily noticed by classmates, may cause frustration in the
affected students, and are often accompanied by emotional, behavioral, and interpersonal …