Honors Theses and Capstones

Date Completed

Spring 2026

Abstract

While dyslexia affects upwards of 20% of the population, this learning disability is not commonly brought up in young adult literature. This lack of representation negatively impacts those with dyslexia, who often fail to find themselves in the books they read, and readers in general, who are given fewer opportunities to gain insight into the learning disability. Young adult books that do discuss dyslexia can be at risk of portraying the learning disability in an unfavorable light, which can make dyslexic readers feel undervalued in society and can introduce misconceptions about dyslexia to all readers. It is crucial to analyze how dyslexia is represented in young adult books to ensure that the learning disability is not adversely framed or explained inaccurately. This study examines whether eight young adult novels featuring a dyslexic protagonist contain “good” and “accurate” portrayals of dyslexia based on what is known about dyslexia from the fields of science and education as well as from accounts by students with dyslexia and their families. For portrayals to be good and accurate, books must contain a realistic depiction of the learning disability in a way that does not perpetuate harmful stereotypes and contains factually correct information on this learning disability. By defining whether these books contain a good and accurate representation of dyslexia, families, educators, and student supporters can become better informed on how dyslexia is depicted in books so as not to misinform or misrepresent individuals with the learning disability. This can lead to better selections of novels that discuss dyslexia, helping dyslexic readers feel well represented in literature and helping all readers better understand and empathize with those with dyslexia.

Document Type

Undergraduate Thesis

First Advisor

Alecia Magnifico

College or School

COLA

Department or Program

English Teaching

Degree Name

Bachelor of Arts

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