NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ776379
Record Type: Journal
Publication Date: 2007-Oct
Pages: 11
Abstractor: Author
Reference Count: 28
ISSN: ISSN-1081-3004
Supporting Students with Dyslexia at the Secondary Level: An Emotional Model of Literacy
Long, Louise; MacBlain, Sean; MacBlain, Martin
Journal of Adolescent & Adult Literacy, v51 n2 p124-134 October 2007
A 13-year-old male adolescent with dyslexia was studied to examine how holistic approaches to intervention can foster academic achievement and emotional well-being. Findings suggest that appropriate strategies can empower learners and raise standards and highlight the importance of teacher empathy in enhancing the quality of the learning environment. This is best achieved through collaborative practice and whole-school systemic work. As a follow-up, a convenience sample of 25 dyslexic adolescents was surveyed to examine perceptions of being dyslexic and evaluations of the learning environment. Results indicated that although study skills are being taught, teachers may lack approachability and empathy. Findings are discussed in the context of the role of teachers in promoting student engagement and enhancing self-efficacy. Strategies are suggested for empowering learners, promoting self-esteem, and modifying the learning environment to provide student-centered, affective, and social-academic pathways. (Contains 1 table.)
International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ireland; United Kingdom; United Kingdom (Wales)