Degree

Doctor of Philosophy (PhD)

Department

Curriculum and Instruction

Document Type

Dissertation

Abstract

Dyslexia is a learning disability that is often characterized by challenges in word and letter recognition, reading fluency, and spelling, and the symptoms occur on a continuum from mild to severe. Academically, dyslexia can lead to difficulty with reading comprehension and reduced academic self-esteem. Beyond reading and school-related struggles, people with dyslexia often experience other co-morbid conditions such as depression, anxiety, attention-deficit/hyperactivity disorder, and isolation. For students with dyslexia to thrive academically, most need reading intervention that is direct and explicit as well as accommodations, such as extended time and the option to have material read aloud to them. Additionally, they need support from peers, teachers, and interventionists who understand the learning disability and can offer patience, understanding, and empathy.

This multiple-case study examined the experiences of students with late-diagnosed dyslexia, which was classified for this study as occurring in third grade or later. Using semi-structured interviews, focus groups, personal artifacts (e.g. school assignments, personal writing, email correspondence), and memos, each case was examined on its own, and then the participants’ data were evaluated using cross-case analysis. Although the participants came from six different K-12 schools, several themes were amplified, including participants experiencing trauma, bullying, and labels of laziness. Another theme amplified in the cross-case analysis was the prevalence of coping and defense mechanisms. Finally, though not all participants felt relief with a diagnosis, there was a theme regarding the need for positive, supportive, empathetic teachers, interventionists, administrators, and peers.

Considering these findings with a critical disability lens, it is clear there are inequitable power structures in place for students who are not “neurotypical.” Further research is needed to investigate effective teacher training programs and professional development that focus on identifying, supporting, and teaching students with dyslexia, especially for students in third grade and beyond. One implication that is clear is the need to educate everyone: teachers, parents, administrators, and those with dyslexia. That is the only way to mitigate the rampant misconceptions and misunderstandings that seem to plague individuals with this specific learning disability.

Date

10-19-2026

Committee Chair

Skinner, Kim

LSU Acknowledgement

1

LSU Accessibility Acknowledgment

1

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Available for download on Tuesday, October 09, 2029

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