In a dyslexia-friendly Scotland, everyone will know what dyslexia is – and isn’t. By taking part in research, you can help others understand dyslexia and its impacts.

Take part in dyslexia research

Submit a research request

Dyslexia Scotland welcomes requests for research participants or people to take part in surveys. Details of all research requests will be posted here. Unless indicated, please note that Dyslexia Scotland is not associated with the research on this page. If you have any questions about any of the research listed, please use the researchers’ own contact details provided.

Submit your research request through this online form.

Take part in research

Closing Date: 30th Nov 2025

Description

University of Greenwich: I am a PhD researcher at the University of Greenwich and a dyslexic adult learner. This study explores how students like us experience higher education, especially when using assistive technologies and AI tools to support memory, learning, and confidence. Participants are invited to complete a short, anonymous survey about their learning experiences, including any challenges with memory and the support they have received. There is also an option to express interest in a follow-up interview or focus group, but this is completely voluntary. The aim is to better understand how these tools are helping dyslexic students in real academic settings, and how they could be improved to meet our needs more effectively. The survey is open to anyone in the UK who identifies as dyslexic and is currently studying, or has studied, a college or university-level course.

Although there is no financial incentive, this research offers participants the opportunity to contribute their voice to a project focused on improving future support and understanding of dyslexic learning experiences in higher education.

Contact: Ayo Bamgbose [email protected]

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Closing Date: 18th Jul 2025

Description

The University of Edinburgh: The aim of this study is to investigate how children with dyslexia learn words in a new language compared to their neurotypical peers, and whether certain abilities are more affected than others, such as comprehension versus production. I am looking to recruit schoolchildren in P7 to participate in a 30-minute session completing child-friendly picture-based tasks.
Participants will receive £8 for a 30-minute session. Email [email protected] to take part.

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Research findings

Towards a dyslexia-friendly Scotland? A baseline survey of adults with dyslexia – by Dyslexia Scotland

The findings and recommendations from a national survey of adults with dyslexia in Scotland.

Towards a dyslexia-friendly Scotland

The dyslexic academic: uncovering the challenges faced as neurodiverse in academia and establishing a research agenda

This paper by David Alexander from the University of Glasgow considers some of the hidden challenges which may be faced by the neurodiverse academic. The neurodiverse academic, at times, can be seen as something ‘hidden’, remaining undisclosed due to the challenges which can be faced by making this declaration to colleagues and employers.

The dyslexic academic: uncovering the challenges faced as neurodiverse in academia and establishing a research agenda

A survey involving secondary students with dyslexia studying Latin or a modern foreign language – by Dora Burbank

Research in the academic field of Latin and dyslexia is sparse, often outdated, and largely consists of teachers’ informal observations, thus lacking empirical evidence. This mixed-methods study aims to address a gap in the literature, exploring the experiences of secondary students with dyslexia learning Latin, French, or Spanish while examining the relationships between dyslexia and examination results in those languages.

A survey involving secondary students with dyslexia studying Latin or a modern foreign language

Report on SQA exam support 2023

Report-on-Survey-23

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The influence and impacts of dyslexia on social work practice – by Sam Hepburn

The role of a social worker is complex and dynamic, working in environments that can be equally challenging. The role involves working with and supporting individuals, families and communities. Therefore, the interventions required are wide ranging and involve many skills such as assessment, reading and writing. All these skills can be impacted by dyslexia. This study explores the impacts and influence that dyslexia has on social work practice from the experiences of those with a dyslexia identification.

The influence and impacts of dyslexia on social work practice | Iriss