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<p>Dyslexia is a lifelong condition that extends beyond reading and writing difficulties. The purpose of this study was to explore the lived experiences of dyslexic adults, with particular attention given to their opinions on the effectiveness of past and current interventions and priorities for future research and practice. Semi-structured interviews were conducted with 11 participants, and data were analyzed using reflexive thematic analysis. Findings highlight the profound psychological and social impacts of dyslexia, including stigma, shame, and diminished self-confidence, which often contribute to limited educational and career opportunities. Participants emphasized the importance of compensatory supports, individualized accommodations, and assistive technologies that allow them to navigate a text-based society. Identification of dyslexia itself was often transformative, enabling participants to reframe negative self-perceptions and develop more positive identities. However, access to resources was frequently constrained by financial costs, lack of institutional support, and broader systemic barriers. These findings demonstrate the need for a shift in how dyslexia is addressed. Effective intervention is not limited to remediating individual deficits but must also involve challenging stigma, reshaping educational practices, and addressing structural barriers that disable dyslexic individuals.</p>

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Lived experiences and intervention outcomes: Dyslexic adults’ perspectives on meaningful support

  • 期刊论文

  • 发表日期：

    2026年3月26日

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  • Mitchell Holmes,
  • Lesley Pritchard,
  • Jacqueline Cummine

摘要

Dyslexia is a lifelong condition that extends beyond reading and writing difficulties. The purpose of this study was to explore the lived experiences of dyslexic adults, with particular attention given to their opinions on the effectiveness of past and current interventions and priorities for future research and practice. Semi-structured interviews were conducted with 11 participants, and data were analyzed using reflexive thematic analysis. Findings highlight the profound psychological and social impacts of dyslexia, including stigma, shame, and diminished self-confidence, which often contribute to limited educational and career opportunities. Participants emphasized the importance of compensatory supports, individualized accommodations, and assistive technologies that allow them to navigate a text-based society. Identification of dyslexia itself was often transformative, enabling participants to reframe negative self-perceptions and develop more positive identities. However, access to resources was frequently constrained by financial costs, lack of institutional support, and broader systemic barriers. These findings demonstrate the need for a shift in how dyslexia is addressed. Effective intervention is not limited to remediating individual deficits but must also involve challenging stigma, reshaping educational practices, and addressing structural barriers that disable dyslexic individuals.