The study aimed to investigate the developing sense of identity of adolescent students who suffer from dyslexia. It examined whether they develop poor feelings of self-esteem and learned helplessness and, if not, what might be some of the key factors contributing to positive feelings of self-worth and ultimate academic success.
More than 80 students participated in the study, completing interviews which aimed to identify key incidents and persons in their lives that had helped shape their views of themselves as learners.
The research identified significant differences in the self-identity and academic success between those students attending a specialist school for dyslexics and those from comprehensive schools, which appeared to be related to the support received and quality of their learning experiences.
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