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The impact of the dyslexia label on academic outlook and aspirations: An analysis using propensity score matching

Cathryn Knight Orcid Logo

British Journal of Educational Psychology, Volume: 91, Issue: 4

Swansea University Author: Cathryn Knight Orcid Logo

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DOI (Published version): 10.1111/bjep.12408

Abstract

BackgroundThere is current academic debate over the reliability of the dyslexia label. However, this argument does not consider the impact of the dyslexia label on an individual’s academic outlook and aspirations.AimsUsing data from the Millennium Cohort Study, this paper aims to objectively explore...

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Published in: British Journal of Educational Psychology
ISSN: 0007-0998 2044-8279
Published: Wiley 2021
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URI: https://cronfa.swan.ac.uk/Record/cronfa55994
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first_indexed 2021-01-08T12:16:36Z
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spelling 2021-12-06T15:52:28.5840316 v2 55994 2021-01-08 The impact of the dyslexia label on academic outlook and aspirations: An analysis using propensity score matching e43d033fc7f2ccc9317c49df10b9b7bb 0000-0002-7574-3090 Cathryn Knight Cathryn Knight true false 2021-01-08 EDUC BackgroundThere is current academic debate over the reliability of the dyslexia label. However, this argument does not consider the impact of the dyslexia label on an individual’s academic outlook and aspirations.AimsUsing data from the Millennium Cohort Study, this paper aims to objectively explore the impact of the dyslexia label on academic outlook and aspirations.MethodsPropensity score matching was used to compare children with dyslexia with a non-dyslexic group matched on ability, socioeconomic class, parent education, income, country, gender, and age in year group.ResultsThe results show that those labelled with dyslexia hold lower beliefs about their ability in English and Maths than their matched peers without this label. The children labelled with dyslexia were also significantly less likely to say that they would go to university. Furthermore, teachers and parents held lower aspirations for children labelled with dyslexia. As the children were matched, the results show that dyslexic children, their teachers and parents hold lower expectations of the child’s academic ability while holding higher expectations of those with matched characteristics who do not have the dyslexia label.ConclusionsThe paper concludes that caution is needed when labelling with dyslexia and that further research is needed in order establish whether labelling with dyslexia is beneficial in the current system. Journal Article British Journal of Educational Psychology 91 4 Wiley 0007-0998 2044-8279 dyslexia; labelling; academic outlook; special educational needs; Millennium Cohort Study 17 1 2021 2021-01-17 10.1111/bjep.12408 COLLEGE NANME Education COLLEGE CODE EDUC Swansea University 2021-12-06T15:52:28.5840316 2021-01-08T12:13:20.4916216 College of Arts and Humanities School of Education Cathryn Knight 0000-0002-7574-3090 1 55994__19117__dd438d5bff0d456ab1b6fca6b0f3d99c.pdf bjep.12408.pdf 2021-01-17T17:57:40.2925128 Output 259243 application/pdf Version of Record true © 2021 The Authors. This is an open access article under the terms of the Creative Commons Attribution License true eng http://creativecommons.org/licenses/by/4.0/
title The impact of the dyslexia label on academic outlook and aspirations: An analysis using propensity score matching
spellingShingle The impact of the dyslexia label on academic outlook and aspirations: An analysis using propensity score matching
Cathryn Knight
title_short The impact of the dyslexia label on academic outlook and aspirations: An analysis using propensity score matching
title_full The impact of the dyslexia label on academic outlook and aspirations: An analysis using propensity score matching
title_fullStr The impact of the dyslexia label on academic outlook and aspirations: An analysis using propensity score matching
title_full_unstemmed The impact of the dyslexia label on academic outlook and aspirations: An analysis using propensity score matching
title_sort The impact of the dyslexia label on academic outlook and aspirations: An analysis using propensity score matching
author_id_str_mv e43d033fc7f2ccc9317c49df10b9b7bb
author_id_fullname_str_mv e43d033fc7f2ccc9317c49df10b9b7bb_***_Cathryn Knight
author Cathryn Knight
author2 Cathryn Knight
format Journal article
container_title British Journal of Educational Psychology
container_volume 91
container_issue 4
publishDate 2021
institution Swansea University
issn 0007-0998
2044-8279
doi_str_mv 10.1111/bjep.12408
publisher Wiley
college_str College of Arts and Humanities
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hierarchy_top_id collegeofartsandhumanities
hierarchy_top_title College of Arts and Humanities
hierarchy_parent_id collegeofartsandhumanities
hierarchy_parent_title College of Arts and Humanities
department_str School of Education{{{_:::_}}}College of Arts and Humanities{{{_:::_}}}School of Education
document_store_str 1
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description BackgroundThere is current academic debate over the reliability of the dyslexia label. However, this argument does not consider the impact of the dyslexia label on an individual’s academic outlook and aspirations.AimsUsing data from the Millennium Cohort Study, this paper aims to objectively explore the impact of the dyslexia label on academic outlook and aspirations.MethodsPropensity score matching was used to compare children with dyslexia with a non-dyslexic group matched on ability, socioeconomic class, parent education, income, country, gender, and age in year group.ResultsThe results show that those labelled with dyslexia hold lower beliefs about their ability in English and Maths than their matched peers without this label. The children labelled with dyslexia were also significantly less likely to say that they would go to university. Furthermore, teachers and parents held lower aspirations for children labelled with dyslexia. As the children were matched, the results show that dyslexic children, their teachers and parents hold lower expectations of the child’s academic ability while holding higher expectations of those with matched characteristics who do not have the dyslexia label.ConclusionsThe paper concludes that caution is needed when labelling with dyslexia and that further research is needed in order establish whether labelling with dyslexia is beneficial in the current system.
published_date 2021-01-17T04:11:19Z
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