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A systematic review of research addresses the social impact of schooling on children with dyslexia.

A review discussing the qualitative research done on the formal education of children with dyslexia aims to address the following information: known information on the educational experiences of children with dyslexia, information regarding the role of parents/guardians on a child’s schooling, as well as the role of teachers and administrators.

The article begins by presenting a systematic review containing qualitative research discussing the formal schooling experiences of students with dyslexia. A multitude of studies suggest that people with dyslexia are at a greater risk of adverse outcomes if they live in societies where life chances are strongly linked to the completion of higher levels of formal education. It also discusses the importance for educational practitioners to recognize that the element that prevents people with learning disabilities from being educationally engaged is more due to surrounding systematic and economic factors creating barriers, rather than as a result of a “dysfunctional body.”

The article outlines a multitude of research on the experiences of students with dyslexia within the education system including information on interactions with teachers, parents/guardians, factors weakening a student’s self-esteem, and a student’s experience with their dyslexia diagnosis.

Overall, the article works to develop a deeper understanding of the different factors that go into a child with dyslexia's ability to be successful in the classroom.


New research in Educational Research Review examines how parents and teachers influence students’ experience with formal schooling.
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