Understanding the experience of adults with dyslexia
A quantitative and qualitative analysis
Bibliographic Data
| ID | 20478508 |
|---|---|
| Authors | Zoey Stark (0000-0002-0484-7722, Concordia University, corresponding author), Aaron Johnson (0000-0002-4428-7109, Concordia University) |
| Year | 2026 |
| Volume | 76 |
| Issue | 1 |
| Pages | 67-93 |
| Publication date | 2026-04-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Annals of Dyslexia (JOURNAL) |
| Journal identifiers | ISSN: 0736-9387 • E-ISSN: 1934-7243 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s11881-025-00336-z |
| PMID | 40702374 |
| OpenAlex | W4412610281 |
| Language | EN |
| References cited | 43 |
Dyslexia is a neurobiological disorder characterized by persistent difficulties in reading, writing and spelling. Studying adults with dyslexia is challenging due to diverse experiences, varying ages of diagnosis and potential comorbidities. This study utilized a mixed-method approach to explore how the timing and occurrence of a dyslexia diagnosis influence individuals' experiences. Descriptive analysis revealed heterogeneous responses concerning age of diagnosis and overall experience, with predictor variables including perceived reading severity, family dyslexia diagnosis, comorbidities and self-perceptions of disability, intelligence, frustration, laziness, empowerment and self-restraint. To further investigate these associations, three classification and regression trees (CART) were constructed, showing that individuals diagnosed early or late without comorbidities were more likely to report positive or neutral experiences. A qualitative reflexive thematic analysis identified six themes: (1) internalizing effects of dyslexia, (2) perceived experience of dyslexia, (3) perceived perception by others, (4) shifts in experience over time, (5) acceptance and (6) coping skills. These qualitative findings complemented the descriptive and CART results, providing a comprehensive understanding of dyslexia experiences and secondary effects based on the age of diagnosis. This combined analysis underscores the importance of early diagnosis and the absence of comorbidities in shaping positive outcomes for individuals with dyslexia
Cognition · Cognitive psychology · Developmental psychology · Dyslexia · Linguistics · Psycholinguistics · Qualitative analysis · Qualitative research · Sociology · Cognitive and developmental aspects of mathematical skills · Early Childhood Education and Development · Neuroscience · Psychology · Reading and Literacy Development
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Are General Anxiety, Reading Anxiety, and Reading Self-Concept Linked to Reading Skills Among Chinese Adolescents With and Without Dyslexia
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An interdisciplinary perspective on the strengths and weaknesses of the International Dyslexia Association definition of dyslexia
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Reflecting on reflexive thematic analysis
Disabled or differently-enabled? Dyslexic identities in online forum postings
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Adults with Dyslexia, an Invisible Disability
Using thematic analysis in psychology
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Dyslexia Primer for Social Work
| Highly cited | No |
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