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‘Sit in the corner and don’t eat the crayons’: postgraduates with dyslexia and the dominant ‘lexic’ discourse

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295 cited

Cited by

2016Beyond cognitive deficit: the everyday lived experience of dyslexic students at university47 cited
2019Twice upon a time: Examining the effect socio‐economic status has on the experience of dyslexia in the United Kingdom47 cited
2014Participation and experiences of students with dyslexia in higher education: a literature review with an Australian focus39 cited
2020“What’s wrong with you, are you stupid?”Listening to the biographical narratives of adults with dyslexia in an age of ‘inclusive’ and ‘anti-discriminatory’ practice38 cited
2015The discursive construction of dyslexia by students in higher education as a moral and intellectual good37 cited
2022The social impact of schooling on students with dyslexia: A systematic review of the qualitative research on the primary and secondary education of dyslexic students34 cited
2016Reading Processes of University Students with Dyslexia – An Examination of the Relationship between Oral Reading and Reading Comprehension33 cited
2013“If they can't tell the difference between duphalac and digoxin you've got patient safety issues“. Nurse Lecturers' constructions of students' dyslexic identities in nurse education32 cited
2018Not All Those Who Wander are Lost: Examining the Character Strengths of Dyslexia32 cited
2013How University Students With Reading Difficulties Are Supported in Achieving Their Goals24 cited
2015The Learning Experiences of Students with Dyslexia in a Greek Higher Education Institution.22 cited
2019Gift from the gods? Dyslexia, popular culture and the ethics of representation21 cited
2019Equality law obligations in higher education: reasonable adjustments under the Equality Act 2010 in assessment of students with unseen disabilities19 cited
2019Dyslexia and policing16 cited
2015Disabled or differently-enabled? Dyslexic identities in online forum postings15 cited
2011Re-visioning disability and dyslexia down the camera lens: interpretations of representations on UK university websites and in a UK government guidance paper12 cited