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, its impacts and its advantages.
Take part in dyslexia research
Submit a research request
Dyslexia Scotland welcomesrequests 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.
Queen’s University Belfast: We are inviting primary and secondary school students with dyslexia living in the UK to take part in this one-hour study to identify barriers and supports to the academic success of people with dyslexia. We are giving a £10 Amazon voucher to each student who takes part in the study. Contact: Nur Duyar [email protected]
University of Stirling: This study aims to understand how attitudes towards dyslexia can impact on employment and organisational experiences in the workplace. We would like to hear from people with dyslexia about their workplace observations of employers and line managers in the UK. If you are dyslexic, 18 years old or older, have work experience and are happy to talk about your working life. Research contact: Dean Smith [email protected]
Closing Date: 31st Mar 2025
Description
This project is exploring the impact of dyslexia on foreign language acquisition and international mobility. Via qualitative interviews with dyslexic, native British English speakers, the primary objective is to give individuals the opportunity to speak for themselves and play an active role in shaping decisions that affect them academically, professionally and personally. Using lived stories, this project will analyse: • how labels/discourse used by teachers and decision-makers can impact the learning experience; • which tasks/teaching practices support learners, and which have the opposite effect; • what are the biggest obstacles to success at school, at work and in the context of mobility. The outcomes from these analyses will serve to design a teacher training module that will be made available to centres training foreign language teachers. By empowering teachers, we can also empower learners. Results will also be shared with local, regional, national and European decision-makers to help redress the disabling structures and practices currently in place. Ultimately, this project will ensure education policy is supporting the learning objectives and considering the opinions of the learners themselves. Main contact: [email protected]
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.
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.
Helpline: 0344 800 84 84
Login
Cart
Recite