Date of Award

Fall 2009

Project Type


Program or Major

Communication Sciences and Disorders

Degree Name

Master of Science

First Advisor

Penelope Webster


In this study, interviews with 8 adolescents between the ages of 13 and 16 were performed to explore how young people with dyslexia experienced school in terms of well-being, educational performance and challenges, self-esteem, peer relations, the roles of teachers and parents, and views on support. The elementary years of school seemed to be the most difficult for interviewees. While peer interactions were often seen as a crucial part of school, all students reported that they had experienced or feared ridicule from peers. Academic and personal self-esteem seemed low for all participants, and while many students saw their problems as limited to reading and writing, their responses showed that dyslexia transcends decoding and encoding and goes on to affect students in a variety of areas, including socially and emotionally.