Day 1, Presentations - "Life perspectives/dyslexia"
Presented by
Artemis Kalamari
Authors
Drossinou-Korea, Maria, Permanent Assistant Professor of Special Education, Department of Philology, School of Humanities and Cultural Studies, University of the Peloponnese
Artemis Kalamari, Philologist, master’s student–researcher in Neuropsychology and Clinical Neuroscience, University of Grenoble
Purpose
The study examines how support for university students with dyslexia in higher education can be strengthened through the targeted development of metacognitive skills, with applications at the Agricultural University of Athens and the University of the Peloponnese. The starting point includes both well-established factors (e.g., study organization) and less widely explored aspects of dyslexia in universities (e.g., negotiating difficulties with instructors). The aim is to investigate whether specific teaching practices facilitate students’ adjustment and equal access.
Method
A mixed-methods approach was followed, based on a systematic scoping review of Greek and international sources on dyslexia in higher education, as well as the design and implementation of an experiential workshop on metacognitive strategies. The program incorporated principles of neuroeducation (e.g., the neuronal recycling model), made use of digital tools, and took into account possible comorbidities and behavioral difficulties. It included self-regulation techniques, strategies for comprehension and language production, and practices for managing exam-related stress, using criteria related to academic and social inclusion.
Results/Conclusions
The findings indicate that systematic training in metacognitive strategies improves awareness of learning needs, strengthens self-efficacy, and promotes more functional use of study strategies among university students with dyslexia. When theoretical grounding is combined with realistic accommodations and technological support, the quality of interventions in higher education is enhanced and equitable participation is strengthened. A holistic framework is required—one that acknowledges both the strengths and limitations of the literature—so that support can be sustainable and pedagogically well-founded.
Presented by:
Amber Kersten and Nienke Meulenbroeks
Authors
Amber Kersten, Assistant Professor of Strategic HRM at the Human Resource Studies Department of Tilburg University, the Netherlands
Nienke Meulenbroeks, PhD Candidate at the Human Resource Studies Department of Tilburg University and Fontys, University of Applied sciences, The Netherlands
Purpose
In both educational and work contexts, ableist approaches can place emphasis on an individual’s deficits through a focus on deviation from ‘the norm’. This deficit-oriented perspective is particularly prevalent for neurodivergent individuals, whose neurological functioning differs from dominant norms in society and whose strengths and challenges may require tailored approaches (Doyle, 2020). In our research line, we argue that a strengths-based approach to neurodiversity can offer a framework that allows neurodivergent individuals to thrive; not simply by diminishing ill-being but by actively fostering well-being (Kersten et al., 2025a; 2025b).
Method
In a collection of both published articles (Kersten et al., 2025a; 2025b), articles in press (e.g., Scholz et al., 2026), and work in progress (e.g., the PhD project of Nienke Meulenbroeks and the project WAVE; www.startawave.nl\/en\/), we adopt a variety of conceptual, quantitative and qualitative approaches to explore a strengths-based approach to the thriving of neurodivergent individuals in educational and work-related contexts. An important premise here is that our research is participatory, shedding light on our role as researchers in creating inclusive research environments that embrace not only content-based expertise but also expertise by experience.
Results/Conclusions
By integrating a strengths-based perspective (Peterson & Seligman, 2004), with theoretical frames (e.g., career ecosystem research; Baruch, 2015), our research line advances neurodiversity-research by exploring neurodivergence not solely as a challenge but as a source of unique strengths and value. With this work, we hope to contribute to a constructive discussion on promoting inclusive and evidence-based approaches towards the thriving of neurodivergent individuals, including individuals with dyslexia and dyscalculia.
Day 1, Parallell sessions 1
Theme: Math
Presented by:
Mary-Elizaveth Merrill
Authors
Mary-Elizabeth Merrill, University of Washington, Early Care & Education, Einstein Advocates (Nonprofit Organization)
Purpose
This presentation explores dyslexia and dyscalculia across the lifespan, shaped by both evidence and lived experience. As someone who was identified later in life and who is also raising a child with these learning differences, I examine how inclusion and wellbeing are influenced by identity, family relationships, and everyday experiences, especially after early intervention and formal schooling end.
Method
The presentation draws on a synthesis of research in dyslexia, dyscalculia, and inclusive education alongside professional experience in early care and education and family advocacy. Research findings are considered together with real-life experiences to better understand what supports inclusion and wellbeing from childhood through adulthood.
Results/Conclusions
The presentation highlights that wellbeing improves when dyslexia and dyscalculia are understood through strengths, identity, and belonging rather than deficit and remediation alone. Supporting learners across the lifespan requires listening to families, valuing lived experience, and creating environments where people are supported not just to perform, but to feel seen and capable.
Presented by:
Nur Banu Duran, Pamukkale University, Mathematics and Science Education Department, Turkey
Authors
Nur Banu Duran, Pamukkale University, Mathematics and Science Education Department, Denizli, Turkey
Mine Işıksal Bostan, Middle East Technical University, Mathematics and Science Education Department, Ankara, Turkey
Purpose
Subitizing is a fundamental component of number sense and plays a key role in the development of arithmetic abilities (Clements, 1999; Fuson, 1992). Research shows that students with dyscalculia often exhibit deficiencies in subitizing skills (Landerl et al., 2004). Providing instructional support tailored to these deficiencies may enhance their mathematical performance (Pirani & Sasikumar, 2013). Therefore, this study, which forms part of a doctoral dissertation, investigates the development of subitizing skills in a third-grade student with dyscalculia during and following individualised instruction.
Method
The study was conducted as a teaching experiment with a third-grade student diagnosed with specific learning disability in Ankara, Turkey. Before and after the teaching experiment sessions, an 18-item test including dot patterns (1–9) presented on PowerPoint slides and tasks from the TsitApp application were administered. During the teaching experiment sessions, four stages of subitizing activities were implemented. These activities were prepared based on the studies of Olkun and Özdem (2015) and Özdem and Olkun (2019). Data were analysed using the subitizing framework developed by MacDonald and Wilkins (2016), which includes five perceptual and two conceptual subitizing categories.
Results/Conclusions
The results showed that before the teaching experiment sessions the student mainly relied on finger counting and occasionally used perceptual subitizing strategies. During the teaching experiment sessions, the student began to use a wider range of perceptual subitizing strategies and gradually demonstrated flexible conceptual subitizing. After the teaching experiment sessions, counting strategies were used rarely and the student employed both rigid and flexible conceptual subitizing.
Theme: Assessment
Presented by:
Bartosz M. Radtke – Laboratory of Psychological and Educational Tests, Gdańsk, Poland
Urszula Sajewicz-Radtke – Laboratory of Psychological and Educational Tests, Gdańsk, Poland
Authors
Bartosz M. Radtke – Laboratory of Psychological and Educational Tests, Gdańsk, Poland
Urszula Sajewicz-Radtke – Laboratory of Psychological and Educational Tests, Gdańsk, Poland
Paweł Jurek – Institute of Psychology, University of Gdańsk, Gdańsk, Poland
Ariadna Łada-Maśko – Institute of Psychology, University of Gdańsk, Gdańsk, Poland
Michał Olech – Department of Psychology, Medical University of Gdańsk, Gdańsk, Poland
Purpose
Because the latest ICD revision allows a dyslexia diagnosis in individuals with intellectual developmental disorder, we explored dyslexia-like reading profiles in students with mild intellectual disability (MID). We also aimed to identify the most informative reading indicators and optimal cut-off thresholds for detecting difficulties consistent with developmental dyslexia in this group.
Method
National diagnostic data from 446 Polish students with MID were analysed using standardized sten scores (SB6\/18): word decoding, reading fluency, text comprehension, phonological coding indices, and rapid automatized naming (RAN). We ran hierarchical clustering with bootstrap stability and compared six rule sets differing in severity cut-offs and use of phonology\/RAN markers.
Results/Conclusions
Clustering mainly showed a severity gradient, not clear subtypes: a large group with broadly low scores and a smaller, relatively higher group. Broad rules (low reading + phonology\/RAN deficit) labelled ~88% as dyslexic, suggesting overinclusion. Anchoring diagnosis to very severe decoding (sten=1) cut this to ~37% and concentrated cases in the weakest profile; phonology\/RAN added little then. A severity-anchored, two-step approach may improve fairness, reduce stigma, and better target intervention.
Presented by:
Aitana García Campo
Authors
Aitana García Campo , University Complutense Madrid
Purpose
The purpose of this review is to prove that dyslexia assessment is reductively focused on reading and writing deficits (Galaburda et al., 2006; Lyon et al., 2003). It denounces a methodological \blindness\” that prioritizes literacy over global mental architecture (Krakowski 2025). By evaluating only what students \”cannot do \” the system silences visual-global talents (Schneps et al. 2007) and harms self-esteem (Humphrey & Mullins 2002). This work justifies a shift toward a multidimensional model that values neurodiversity as a cognitive advantage (Davis & Braun 2010).
Method
Following PRISMA 2020 (Page et al., 2021), this study searched PubMed and ProQuest (2016–2026) using (dyslexia) AND (evaluation OR assessment OR diagnostic). Inclusion criteria target empirical studies using standardized tools on participants aged 0–18 with isolated dyslexia. We excluded gray literature, comorbidities, and purely theoretical reports. The selection process is documented via a PRISMA flow diagram to ensure transparency and minimize bias in analyzing the gap between current assessment tools and holistic intervention needs.
Results/Conclusions
Results are expected to confirm a trend of restricting assessment to the tangible, behavioral dimensions of dyslexia. Most studies focus exclusively on literacy performance, validating success through decoding and spelling metrics (Mazaheri et al., 2024; Tarjiah et al., 2023). Despite new technologies (Dogan & Deli̇Ali̇Oğlu, 2020), protocols remain limited to visible symptoms, omitting assessment beyond mechanical execution (Krakowski, 2025). Evidence suggests a methodological gap where tools fail to capture cognitive complexity or holistic processing (ChePa et al., 2022).
Theme: Adults
Presented by:
Katarina Hagberg
Authors
Katarina Hagberg, doctoral student, The Swedish School of Library and Information Science, University of Borås
Purpose
In my doctoral project, I explore how adolescents with dyslexia describe their school-related reading, focusing on the tools and strategies they use and have access to, or lack access to. By foregrounding adolescents’ own perspectives and applying a norm-critical and rights-based approach, the project aims to deepen knowledge and understanding of needs, conditions, and reading practices of adolescents with dyslexia. Also, by highlighting the diverse circumstances that shape these practices, the study aims to illuminate the barriers and challenges that adolescents with dyslexia may encounter.
Method
To explore school-related reading, I use several methods. The methods comprise semi-structured interviews and photo-elicitation with 11 adolescents with dyslexia, and a discourse analysis of a journalistic investigation of reading by listening in the Swedish education system. By combining these methods, I hope to capture various aspects and perspectives of reading and its practices. This includes descriptions of lived experiences and actual practices, as well as norms that shape the participants’ reading practices.
Results/Conclusions
Halfway through my doctoral project, I cannot present any final results or conclusions; however, emerging patterns are a normative understanding of reading as reading black print with the eyes, which can affect the support given to adolescents with dyslexia. It is also evident that the strategies the participants employ are self-devised, and their parents are often highly committed. Participants’ descriptions indicate that school-related reading is an individual practice – if support is needed, the responsibility often seems to fall on the adolescent themselves.
Presented by:
Jenny Koyate
Authors
Jenny Koyate, Work Psychologist, Psychologist & Teacher. Istituto Pavoniano Artigianelli, Trento, Italy
Purpose
The Personalized Labor Plan (PLP) addresses the critical gap between educational accommodations and workplace inclusion for neurodivergent individuals. While schools provide Personalized Educational Plans (PEP), no equivalent tool exists for employment contexts. This patented methodology translates neurocognitive profiles into actionable workplace strategies, ensuring employers understand workers’ needs while valorizing their unique strengths. The PLP promotes evidence-based inclusion across the lifespan, from school-to-work transition through career development, complying with Italian Law 25\/2022, EU Directive 2000\/78\/CE, and UN CRPD Article 27.
Method
The PLP employs a dual-framework approach: (1) Compensatory Measures Matrix mapping assistive technologies and organizational adaptations across four functional areas (writing, organization, reading, calculation), and (2) Transversal Competencies Assessment identifying neurodivergent strengths. Implementation includes psychological evaluation, co-design with the worker, creation of personalized accommodation plans, and continuous monitoring. A complementary 14-hour training program empowers neurodivergent workers with self-advocacy skills and assistive technology proficiency. Pilot implementation at Istituto Artigianelli involved 20 students in workplace internships.
Results/Conclusions
Pilot results (n=20 neurodivergent students) demonstrate significant outcomes: 100% successfully presented PLP to internship supervisors, all participants reported increased confidence in requesting accommodations without shame, enhanced competence in utilizing compensatory tools, and perceived organizational support. The PLP bridges the education-employment transition gap, promoting worker wellbeing and organizational inclusion. As a scalable, internationally-adaptable framework, the PLP represents an evidence-based intervention for neurodiversity inclusion across professional lifespan, with potential for expansion throughout Europe and globally.
Day 1, Presentations - "Math / Dyscalculia"
Presented by:
Weronika Jagodzińska
Authors
Weronika Jagodzińska, Levebee
Purpose
Dual-language learners, children with dyslexia or language disorders often face challenges with early mathematics. Existing research points to a link between early math skills and general language abilities. This study investigates the relation between general vocabulary and specific early numeracy subskills, identifying whether and to what extent it varies across different skills. Examining these connections at a more granular level may help identify hidden learning gaps and support both inclusive education and student wellbeing.
Method
Data were gathered and analysed from the 2024 and 2025 Math Without Barriers project, which consisted of assessment results from 25,000 first-grade pupils, a representative sample of 25% of all first-graders in the Czech Republic. More than 1,100 schools completed an adaptive digital diagnostic of early numeracy using the Levebee software, as well as a standardized picture vocabulary test (the Czech equivalent of PPVT).
Results/Conclusions
The study identified correlations between specific early numeracy skills and general vocabulary in a large sample of students. One-to-one correspondence and completing patterns show the lowest correlation with general vocabulary skills, while navigating sequences of pictures shows the highest. The results also suggest a connection between maths vocabulary and general vocabulary. Early maths difficulties may therefore reflect broader language-processing vulnerabilities, supporting the need for inclusive early identification and targeted intervention. The data is available upon request for researchers for further investigation.
Presented by:
Krzysztof Marianski
Authors
Krzysztof Marianski (1), Filippo Abbondanza (1), Alessandro Gialluisi (2), Else Eising (3), Simon E. Fisher (3,4), Gerd Schulte-Körne (5), Kristina Moll (5), Silvia Paracchini (1) for the for the GenLang consortium mathematical abilities working group.
- School of Medicine, University of St Andrews, St Andrews, UK
- Department of Medicine and Surgery, LUM University, Casamassima (Bari), Italy; Research Unit of Epidemiology and Prevention, IRCCS NEUROMED, Pozzilli (Isernia), Italy
- Max Planck Institute for Psycholinguistics, Nijmegen, the Netherlands
- Donders Institute for Brain, Cognition, and Behaviour, Radboud University, Nijmegen, the Netherlands
- Department of Child and Adolescent Psychiatry, Psychotherapy and Psychosomatics, Ludwig-Maximilians-University Hospital Munich, Germany
Purpose
Mathematical abilities (MA) are core skills yet remain under-studied relative to other cognitive domains. MA present substantial twin-based heritabilities (~60%) and robust correlations with other cognitive skills, especially reading abilities. The largest genome-wide association study (GWAS) so far relied on self-reported MA, whereas a recent quantitative meta-GWAS of reading\/language by the GenLang Consortium demonstrated the value of analysing standardised psychometric phenotypes across multiple cohorts.
Method
Here, we conducted a GWAS meta-analysis of MA within a subset of GenLang cohorts (22,921 individuals; 12 cohorts) focusing on a core “calculation” measure derived from standardised educational assessments or psychometric tests.
Results/Conclusions
No genome-wide significant loci emerged, likely reflecting limited statistical power. Post-GWAS tests including gene-set enrichment, heritability estimation, partitioned heritability, and genetic correlation, allowed direct comparisons with the reading\/language GenLang meta-GWAS. We observed broad patterns of shared genetic architecture with reading and other cognitive traits, alongside elements that appear more specific to MA.\r\nPolygenic score (PGS) analyses conducted in the largest individual cohort (N=6,662) of our study showed that, as expected, educational attainment, intelligence, and self-reported mathematical abilities were strongly associated with MA (p-values <10-50). Statistically significant associations were also observed for neurodevelopmental and neuropsychiatric traits, with a particularly strong signal for ADHD (p= 2.65 × 10⁻¹⁸) and a milder association for dyslexia (p=1.59 × 10⁻⁴). Overall, we report novel findings for an understudied cognitive trait.
Presented by:
Samuel Warne and/or Silvia Paracchini
Authors
Samuel Warne (1), Ailbhe McKinney (2), Alison Roulston (3), Jo Van Herwegen (4), Katie Carmichael (5), Jeremy Law (6), Sinead Rhodes (7), Cathy Magee (5), Michelle Luciano (8), and Silvia Paracchini (1)
- School of Medicine, University of St Andrews, St Andrews, UK
- Department of Experimental Psychology, University of Oxford, Oxford, UK
- Centre for Mathematical Cognition, Department of Mathematics Education, Loughborough University, Loughborough, UK
- Department of Psychology and Human Development, IOE UCL’s Faculty of Education and Society, London, UK
- Dyslexia Scotland, Stirling, UK
- School of Education, University of Glasgow, Glasgow, UK
- Institute for Neuroscience and Cardiovascular Research, University of Edinburgh, UK
- Department of Psychology, University of Edinburgh, Edinburgh, UK
Purpose
SLDN (Specific Learning Difficulties Network) is a UK platform that coordinates multidisciplinary SpLD research and embeds stakeholder engagement to deliver impact. It operates via five working groups: teacher resources; research priorities; terminology; dataset mapping; and technology\/AI. Through cross sector events and co-production, SLDN breaks silos and speeds the evidence to practice path. We present two lived-experiences projects: (1) stakeholder-co-produced priority setting; and (2) thematic analysis of a large survey (N > 1400) to inform resources and policy.
Method
Example 1: Following participatory research guidance, we co produced research questions through workshops, 1-to-1 interviews, researcher framing and stakeholder review. Example 2: Following our SLDN survey (Luciano et al 2025) and the recent national survey by Dyslexia Scotland (https:\/\/dyslexiascotland.org.uk\/report\/) highlighting a high prevalence of mental health issues in individuals with SpLDs, we are conducting a thematic analysis of open-text comments. The results will contribute to stakeholders co-produced outputs aimed at raising awareness of specific mental health challenges linked to SpLDs. This collaboration involves academics and the Dyslexia Scotland charity.
Results/Conclusions
Example 1: Specific research questions that should be prioritised were identified across different themes including training for educators, hobbies\/interests, use of technology, dyscalculia, mental health, and employment (McKinney et al submitted). Example 2: the results of the thematic analysis will be presented. We will share the co-produced outputs and plans for our engagement strategy aimed at raising awareness and informing policy. We are keen to receiving feedback on our outputs from the EDA community.
Day 2, Parallell sessions 2
Theme: Second Language
Presented by:
Anna Koval with DYXme platform
Authors
Anna Koval, creator of DYXme – Learning ESL, Italy
Purpose
The study investigates how evidence‑based digital pedagogical strategies, enhanced by Assistive Technology (AT), can improve English language learning for individuals with dyslexia. Grounded in current research on the neurobiological underpinnings of dyslexia—including genetic markers such as the DYX1C1 gene and associated differences in brain structure and function—the paper examines how targeted technological interventions can reduce barriers to language acquisition. The central focus is DYXme – Learning ESL, the EUIPO‑labeled 2025 award‑winning platform designed to embed AT directly into ESL training materials. The purpose is to evaluate how such tools promote inclusion, accessibility, and learner wellbeing across the lifespan, while offering a scalable model for mainstream foreign language education.
Method
The study adopts a mixed qualitative approach combining: Analysis of current research on dyslexia, language processing, and AT‑supported learning Design evaluation of the DYXme platform, focusing on its integration of text‑to‑speech, speech‑to‑text, adaptive scaffolding, and multimodal literacy supports Classroom‑based observations drawn from the author’s professional experience teaching dyslexic learners in digital ESL environments Learner feedback collected informally through platform use, focusing on engagement, autonomy, and perceived accessibility
This methodological blend allows for a holistic understanding of how AT‑enhanced digital materials function in real learning contexts and how they align with evidence‑based principles of inclusive pedagogy.
Results/Conclusions
Findings indicate that integrating Assistive Technology into digital ESL instruction significantly enhances learning experiences for individuals with dyslexia. Learners demonstrated: Higher engagement, supported by multimodal input and reduced cognitive load Greater autonomy, facilitated by customizable tools that allow learners to control pace, modality, and support level Improved language outcomes, particularly in reading comprehension, vocabulary retention, and oral production Increased wellbeing and confidence, linked to reduced frustration and more accessible learning pathways The study concludes that AT‑embedded platforms like DYXme offer a transformative, scalable model for inclusive language education. By aligning neurobiological insights with digital pedagogy, such tools have the potential to reshape ESL learning environments for students with dyslexia and other language‑based learning differences.
Presented by:
Vicky Kaperoni
Authors
Vicky Kaperoni
Purpose
This paper explores the role of psychological resilience in learners with dyslexia within the EFL classroom. It aims to highlight how emotional safety, self-concept, and inclusive instructional practices influence language learning outcomes. The study proposes an evidence-based framework that integrates resilience-building strategies into dyslexia-friendly EFL teaching, supporting learners’ wellbeing and long-term academic engagement across educational stages.
Method
A mixed-method practitioner research approach was adopted. Qualitative data were collected through classroom observations, reflective teacher journals, and student feedback, while quantitative data focused on learner self-concept and engagement indicators. The intervention included multisensory instruction, Universal Design for Learning principles, and explicit emotional resilience strategies embedded in daily EFL lessons for learners with dyslexia.
Results/Conclusions’
Findings indicate improved learner engagement, increased self-confidence, and reduced anxiety related to foreign language learning. Students demonstrated greater persistence and positive academic self-concept. The study concludes that embedding psychological resilience within dyslexia-friendly EFL instruction enhances both wellbeing and learning outcomes, supporting inclusive education practices across the lifespan.
Theme: Teacher knowledge
Presented by:
Donald Ewing. Dyslexia Ireland
Authors
Dr Paula Lehane, Dublin City University, Dublin, IRELAND
Donald Ewing, Dyslexia Ireland, Dublin, IRELAND
Purpose
Most knowledge about Irish teachers’ understanding of dyslexia is inferred from studies in other contexts (e.g. USA), which differ in terms of teacher training and student outcomes. While Irish teachers do need additional support in understanding dyslexia (Dyslexia Ireland, 2021), imported professional learning programmes may be inappropriate. This study examines Irish teachers’ knowledge of dyslexia to identify professional learning priorities.
Method
A sequential explanatory mixed-methods design was employed. Irish primary teachers (n=130) completed the Dyslexia Knowledge Questionnaire-2 (Peltier et al., 2022; ɑ =0.78) with additional questions examining their self-efficacy and professional learning preferences. Follow-up interviews (n=4) were conducted to contextualise teachers’ dyslexia knowledge and explore their professional learning needs.
Results/Conclusions
Irish teachers’ overall dyslexia knowledge averaged 49.6% but with substantial variation (14.3%-91.4%). Teachers demonstrated strong understanding of language-based origins, phonemic awareness, phonics and core interventions, but misconceptions persisted regarding support for older learners, visual interventions and the value of compensatory strategies. Dyslexia knowledge was weakly but significantly associated with self-efficacy (rs=0.25). Interviews highlighted that knowledge was largely gained through classroom experience and independent professional learning, of which access was inequitable.
Presented by:
Paula Lehane
Authors
Paula Lehane1 2, Patrick Burke 2 3 & Conor Scully 2
- Dublin City University, Institute of Education
- Centre for Inclusive Pedagogy
- Centre for Literacy Research, Policy and Practice
Purpose
Teachers’ understanding of dyslexia is important for early identification, effective classroom support and reducing educational disadvantage. Equally critical is how this knowledge is assessed as it can inform the design of teacher learning programmes. This study examined how teachers’ knowledge of dyslexia is conceptualised and measured across existing research, identifying areas of shared understanding and persistent misconceptions. It also evaluated the extent to which existing measures align with the 2025 Delphi consensus definition of dyslexia proposed by Carroll et al. (2025).
Method
A systematic review involving a targeted search across five databases and other secondary sources up until February 2026 was undertaken. Peer-reviewed studies that used questionnaires to examine primary teachers’ dyslexia knowledge were included. Thirty-six studies satisfied the inclusion criteria. Data analysis involved systematically mapping knowledge scale items onto the 2025 Delphi consensus definition (Carroll et al., 2025) and a narrative synthesis of teachers’ knowledge of dyslexia according to these studies.
Results/Conclusions
Four common dyslexia knowledge scales were mapped to the 2025 Delphi definition, showing mixed alignment with contemporary conceptualisations. Internal consistency varied (Cronbach’s α=0.60-0.95), and surveys mainly assessed declarative knowledge of facts, characteristics, identification, and interventions. Many modern components of dyslexia such as cognitive contributors and neurodevelopmental co-occurrence were absent. Some items were inaccurate (e.g. gender). Results highlight the need for modern tools capturing multidimensional understanding of dyslexia beyond static factual knowledge.
Theme: Higher education
Presented by:
Eva Theilgaard Brink
Authors
Eva Theilgaard Brink, Mia Graae, Camilla Find Højmark, Anette Jørgensen, Katrine Falcon Søby, Liva Hyttel-Sørensen Teacher Education, University College Copenhagen.
Purpose
This project addresses the growing number of students in Teacher Education at University College Copenhagen who struggle to meet the literacy demands of higher education. Its purpose is to strengthen teacher educators’ and pre‑service teachers’ capacity to support learners with dyslexia and poor reading comprehension. By combining survey data and a co‑teaching design, the project aims to identify challenges, inform targeted support strategies, and enhance the development of literacy-inclusive teaching practices.
Method
The project employed a mixed‑methods approach. A survey among teacher educators (N = 141) examined knowledge, practices, and developmental needs related to dyslexia and reading comprehension difficulties. Based on these results, a co‑teaching model was implemented: educator pairs revised course plans and jointly planned, taught, and evaluated two sessions focused on scaffolding reading and writing. Observational data and post‑lesson student and educator interviews captured experiences and perceived learning outcomes.
Results/Conclusions
Survey findings show considerable variation in staff knowledge, but strong interest in improving literacy‑inclusive practices. The co‑teaching phase revealed increased awareness among students and educators of how scaffolding and compensatory strategies that target decoding and language comprehension support all learners. Interviews indicate that students perceived the approach as enhancing participation and providing concrete strategies transferable to primary and lower‑secondary teaching contexts.
Presented by:
Laura Cleary-Keogh
Authors
Laura Cleary-Keogh Technological University Dublin.
Purpose
As participation in higher education diversifies, inclusive teaching approaches that promote equitable learning and student wellbeing are increasingly important. While the experiences of students with dyslexia are well documented, less attention has focused on lecturers who shape their learning environments. This study explores lecturers’ perceptions, experiences, and teaching practices within the Faculty of Science and Health at Technological University Dublin, examining how they understand dyslexia, support students, and implement inclusive and Universal Design for Learning (UDL) approaches.
Method
A sequential explanatory mixed-methods design was used. Phase 1 consisted of an online survey distributed to academic staff across four schools within the Faculty of Science and Health. The survey examined lecturers’ awareness of dyslexia, familiarity with available supports, confidence in providing reasonable accommodations, and use of Universal Design for Learning (UDL). Phase 2 involved two focus groups exploring lecturers’ experiences supporting students with dyslexia in lecture, laboratory, and assessment contexts and institutional factors influencing inclusive practice.
Results/Conclusions
Lecturers demonstrated strong commitment to supporting students with dyslexia and fostering inclusive learning environments. However, their efforts were often constrained by non-disclosure of dyslexia, limited training, and restricted access to resources such as assistive technologies. While accommodations were commonly provided, uncertainty remained regarding their scope and fairness. Adoption of Universal Design for Learning (UDL) practices varied across the faculty. Findings highlight the need for structured professional development, clearer accommodation processes, and stronger collaboration between lecturers and disability support services.
Day 2, Parallell sessions 3
Theme: Teaching
Presented by:
Rita Jorge Brennan
Authors
Rita Jorge Brennan Hibernia College and Institute of Child Education and Psychology (ICEP), Ireland
Purpose
Inclusive education principles are at the forefront of the provision of education that is accessible to all learners so they can achieve their full educational, academic, emotional, and social potential. This research project is centred on how these principles can be extended to the learning of Modern Foreign Languages (MFL) for students with Specific Learning Difficulties (SLD). Students with SLD are not always encouraged to learn a second or third language. However, learning languages can have a beneficial impact on a person’s memory and it promotes greater attentional control. (Costa, 2017). The research aim of this project was to investigate the issues regarding language learning for students with SLD from teachers’ perspectives. The research objectives of this study were (a) to understand the views of school management, Special Education Needs (SEN) coordinator, language teachers and SEN teachers on additional foreign language learning for students with SLD and (b) to explore the challenges students with SLD face when learning foreign languages. This research focused on two research questions (1) What are teachers’ views on second or third language learning for students with SLD? and (2) What strategies and resources do teachers use that might facilitate language learning for students with SLD?
Method
The case study methodology was the most appropriate for the research’s aims and questions. The stages of this case study were determining what we know, through the literature review; designing the research methods; collecting data from multiple stakeholders and presenting and analysing the findings. This case study followed the Ethical Guidelines for Educational Research published by the British Educational Research Association (BERA, 2018) to assure validity, reliability, confidentially and anonymity. A mix-method approach was used as both qualitative and quantitative research methods were used. Qualitative data was collected through semi-structured face-to-face interviews and quantitative data was gathered using online surveys. The interviews aimed to explore in depth the views of the participants and to record peoples’ attitudes, feeling and behaviours. The surveys were aimed at a larger group of language teachers and SEN teachers with more straightforward answers. This research was carried out in a mainstream Irish secondary school in a rural setting with 1100 students which includes a European school for the teaching and learning of languages. Five semi-structed face-to-face interviews were conducted with two Principals, one SEN Coordinator, one language teacher, and one SEN teacher. The questionnaires were sent out to staff members that were either language teachers or SEN teachers and 30 responses were collected. The data gathered in this research was analysed using the Reflexive Thematic Analysis (RTA) approach.
Results/Conclusions
1. Most participants thought that learning languages is not only a valuable opportunity, but an area that students with SLD should have access to. 2. Participants noted that learning a second or third language can be challenging for students with SLD. These challenges related to difficulties with phonological awareness. 3. The most significant issue identified was parental attitude. Participants felt that when a student is diagnosed with a SLD, parents tend to discourage students from learning languages. 4. The importance and lack of of teachers’ Professional Learning was unanimously identified as the biggest challenge for teachers. 5. Student’s confidence plays a crucial role in language learning. 6. Differentiation, multisensory approaches, visual aids and oral and aural focused tasks were identified as the most effective strategies for supporting students with SLD learning a second language.
Presented by:
Jasmin Zielonka, Florian Koch
Authors
Jasmin Zielonka, Ruhr-University Bochum
Purpose
Given the relevance of reading and spelling skills in school and extracurricular contexts, as well as the associated significance of reading and spelling difficulties, the aim of this study was to gain insights into how secondary school German teachers perceive this learning difficulty. By exploring the current situation, the aim was to raise awareness of the perspective of secondary school German teachers and, in addition, to identify areas of tension and significant aspects and to draw possible conclusions.
Method
In line with the desideratum, the present exploratory study approaches the educational institutional perspective of secondary school German teachers on the basis of a one-off survey of ten secondary school German teachers. Using the narrative interview method (cf. Schütze 1987) and the subsequent verbatim transcription of the verbal data, a combined deductive-inductive category system was developed through qualitative content analysis (cf. Mayring 2022), which enables the investigation of perception.
Results/Conclusions
There is a tension between expectations and reality when dealing with reading and spelling difficulties at various levels. There is a clear discrepancy between the perception and the implementation of subsequent consequences. On the one hand, teachers strive to do their best to meet the individual needs of all students, while on the other hand, it must be acknowledged that this is not possible for a variety of reasons. In addition, not only technical aspects but also educational aspects are taken into account and are often given greater emphasis. At the same time, there is agreement among the interview participants that teacher professionalisation is inadequate and that the systemic framework conditions are hindering. The interest in supporting learners can be seen as the lowest common denominator, from which a number of similar but also different approaches are chosen. Specifically, answers emerge on how to deal with reading and spelling difficulties in German lessons at secondary school level at the level of learners, teachers, individual schools and the education system.
Theme: Early identification
Presented by:
Maia Shashviashvili
Authors
Maia Shashviashvili, PhD in Education, Psychologist, University of Tbilisi, Georgia
Purpose
Early identification and management of dyslexia in Georgia remain a significant challenge due to a shortage of validated screening tools and insufficient teacher preparation within the educational system.
The primary objective of this study is twofold:
1) to establish the psychometric validity of the first teacher-based dyslexia screening checklist in Georgia through a pilot study;
2) to evaluate the impact of an evidence-based “Training + Tool” model on teachers’ professional practice and students’ psychosocial well-being.
The study is based on the hypothesis that the utilization of the screening checklist, when integrated with specialized training on dyslexia, significantly enhances teachers’ competency in identifying symptoms, transforms their pedagogical practice, and strengthens their belief in the academic potential of students with dyslexia.
Consequently, this research assesses the synergistic effect of combining a targeted professional intervention with a standardized assessment tool on the professional transformation of educators and the inclusive support provided to students with dyslexia aged 6–11.
Method
Research Design and Sampling:
The study employed a mixed-methods design, integrating both quantitative and qualitative data. A purposive sampling technique was utilized, involving 77 specialists (teachers, special educators, and speech-language therapists) from various general education schools and educational centers. A total of 77 screening checklists were collected regarding students aged 6–11.
Research Phases:
Validation Phase (Quantitative): A psychometric evaluation of the checklist was conducted based on data from 77 students (ages 6–11). The internal consistency reached a high reliability coefficient of Cronbach’s alpha = 0.911. Validity was established through criterion-related alignment with expert clinical diagnoses (neuropsychologist/psychiatrist), assessing sensitivity, as well as false-positive and false-negative rates.
Qualitative Phase (Focus Group): A focus group was conducted with 12 educators using semi-structured open-ended questions. The study explored the impact of the training and the tool on their professional transformation across several thematic blocks: knowledge and beliefs, classroom accommodations, student identification, inclusive environment, evidence-based system implementation, and training effectiveness.
Data were analyzed using Thematic Analysis, which informed the development of the intervention questionnaire.
Intervention Assessment (Post-test): In this final stage, 63 specialists completed an anonymous questionnaire (Google Forms) based on the validated scales of Soriano-Ferrer & Echegaray-Bengoa and Martan et al. Numerical analysis focused on indicators of practical implementation.
Procedure and Intervention: Prior to data collection, all participants underwent intensive informational and educational training. This methodological choice ensured conceptual uniformity, standardized assessment, and academic accuracy of the data.
The training program covered: The neurodevelopmental foundations and early risk factors of dyslexia; Supportive intervention strategies; Ethical standards (confidentiality, stigma prevention, and responsible communication with children and parents).
Research Limitations: The study is subject to certain limitations: first, the data processing is restricted to teachers who attended the specialized training; second, the measurement of student well-being relies on the teachers’ subjective perception of their students’ psychosocial state.
Results/Conclusions
I. Psychometric Indicators of the Checklist
Within the pilot study, 77 completed checklists were analyzed. The results demonstrated high internal consistency of the instrument (Cronbach’s α=0.911). Based on criterion-related validity:
Sensitivity: Out of 27 cases confirmed by specialists neuropsychologists/psychiatrists), the checklist correctly identified 21 instances (sensitivity ≈78%), while 6 cases were classified as false negatives.
Intervention Effect: An analysis of the unidentified cases revealed that one student had been diagnosed with dyslexia for over 18 months. This suggests that long-term intervention may have resulted in a reduction of risk scores, affecting the tool’s detection.
Early Identification: The checklist identified an additional 25 students as being “at-risk” who did not have a prior clinical diagnosis. This indicates that the instrument maintains high sensitivity in identifying confirmed cases while simultaneously uncovering previously unknown risk groups, fulfilling the core function of a screening tool.
II. Impact of the Intervention on Professional Practice
Significantly, 98% of participants had never attended specialized training on dyslexia before. Quantitative analysis of “Yes” responses indicated a positive transformation across all six measured factors:
Knowledge and Beliefs (88%): Increased understanding of dyslexia characteristics and the conviction that students with dyslexia can achieve academic success.
Identification and Support (64%): Enhanced ability to identify risks timely and initiate appropriate support.
Practical Accommodations (76%): Implementation of classroom adjustments, such as extended time, adapted instructions, and oral support.
Professional Self-Efficacy (81%): Improved communication with parents and increased professional confidence among educators.
III. Impact on Student Well-being
According to the teachers’ evaluations, these changes had a positive impact on:
Student academic engagement, emotional safety, self-esteem, and motivation (72%).
Conclusion: The findings confirm that the combination of a valid screening resource and targeted training creates a robust foundation for an inclusive environment.
These preliminary findings demonstrate the effectiveness of the model. Currently, the research is ongoing; a comprehensive data analysis and final findings will be summarized in mid-June and presented within the framework of the seminar.
Presented by:
Lead Presenter – Dr. Parmod Kumar Co-Presenter – AnanthBabu Lakshmanan
Authors
Dr. Parmod Kumar, Programme officer, School education department, Haryana, India AnanthBabu Lakshmanan, Project Lead, Central Square Foundation, India
Purpose
This study examines how early disability screening can strengthen inclusion and wellbeing in public primary schools. Using Haryana’s statewide implementation of the PRASHAST-I tool across 8,652 schools and 6.89 lakh children, the research investigates whether systematic identification of suspected Children with Special Needs (CwSN) improves academic participation, peer engagement, and teacher preparedness. The study aligns large-scale screening with inclusive education reform and child wellbeing goals.
Method
The study integrates PRASHAST-I screening data with state literacy and numeracy assessments, classroom observation records, and mentor reports. A multi-level quantitative analysis compares learning outcomes, peer interaction patterns, and teacher instructional confidence between suspected CwSN and non-CwSN students. Administrative data from Grades 1–5 across government schools are analysed to identify systemic patterns and classroom-level implications for inclusive pedagogy.
Results/Conclusions
Preliminary findings indicate that early identification is strongly associated with differentiated instructional responses and improved participation in foundational learning tasks. Specific Learning Disabilities form the largest share of suspected cases, with notable links to literacy gaps. Schools with structured follow-up support show better peer inclusion and teacher confidence. The findings demonstrate how data-driven screening can enable scalable, evidence-based inclusion and promote academic and socio-emotional wellbeing.
Theme: Higher education
Presented by:
Ruth Falzon, Rhoda Garland, Lyric Schranz, Carmen Muscat, Joseph K Muscat
Authors
Ruth Falzon, University of Malta on behalf of a group of academics, practitioners, stakeholders, parents, and youth, including Dr Rachael Agius, (UM) Ms Rhoda Garland (CRPD) , Prof. Helen Grech (UM), Prof. Victor Martinelli (UM), Ms Carmen Muscat (MDA), Mr Joseph K. Muscat (MDA), Mx Lyric Schranz (CRPD), (List not exhaustive).
Purpose
On behalf of a group of academics, practitioners, parents, and youth (list to be included in the PowerPoint presentation should this abstract be accepted). The data collection (online anonymous questionnaire) is being carried out throughout April and May, and the data analysis in June, which will give us enough time to present the first part of this research in Gdansk in September 2026. This research project investigates the experience and views of neurodivergent students and their parents’\/caregivers of the University of Malta policies and MAT\/SEC Access Arrangements using a mixed-method approach. At the end of the questionnaire, respondents will be invited to send a testimonial via a Google form, which would still render them anonymous, or to participate in a one-time, audio-recorded, semi-structured individual interview by emailing Prof. Ruth Falzon. The first part of the research, which we would like to present at the Gdansk EDA Seminar, is an online anonymous questionnaire (n=200-500 youth\/n=200-500 parents\/caregivers). The questionnaire will be analysed using the latest version of SPSS. Ethical clearance for this research has been obtained from the University of Malta (SWB-2025-01181)
Method
Online anonymous questionnaire (n=200-500 youth\/n=200-500 parents\/caregivers). The questionnaire will be analysed using the latest version of SPSS. Ethical clearance for this research has been obtained from the University of Malta (SWB-2025-01181)
Results/Conclusions
The results will be analysed using the latest version of SPSS (June 2026) and will be presented at the conference, together with recommendations.
Presented by:
Izabela Pietrowska, PhD
Authors
Izabela Pietrowska, PhD – Polskie Towarzystwo Dysleksji
Purpose
The main cognitive aim of own quantitative research was to set the resources of the surveyed Polish and British higher education students with specific learning difficulties which determine their educational success.
Method
The quantitative research was conducted among 2026 Polish and British higher education students with specific learning difficulties and without these difficulties.
Results/Conclusions
Based on the testing of the research hypotheses, it can be concluded that the level of educational success of the surveyed Polish and British higher education students with specific learning difficulties who have high level of self-esteem, high sense of coherence, high range of support obtained in higher education institutions and high range of received psychological and pedagogical help, is statistically significant higher than the level of educational success of the surveyed Polish and British higher education students with specific learning difficulties who have low level of self-esteem, low sense of coherence, low range of support obtained in higher education institutions and low range of received psychological and pedagogical help (p < 0,05).
Day 2, Parallell sessions 4
Theme: Interventions
Presented by:
Christina Hannify
Authors
Christina Hannify (School of Inclusive and Special Education, Dublin City University; DCU Centre of Inclusive Pedagogy; DCU Centre of Literacy Research, Policy and Practice) Patrick Burke (School of Language, Literacy and Early Childhood Education, Dublin City University; DCU Centre of Literacy Research, Policy and Practice)
Purpose
This systematic review synthesises recent evidence on interventions for children aged 4-9 years at risk of, or experiencing, reading difficulties, including dyslexia. Guided by a Multi-Tiered System of Support (MTSS) framework, the review examines universal (Tier 1) and targeted (Tier 2) early interventions focused on both meaning-based and code-based skills, and designed to prevent reading failure. The study highlights evidence-based practices that strengthen inclusive participation and support children’s learning and wellbeing through early identification and responsive instruction.
Method
A systematic search (2015-2025) identified 55 eligible studies from 237 screened articles, including randomised controlled trials, cluster randomised controlled trials, and quasi-experimental designs measuring oral language and\/or reading outcomes. Data were extracted on participant characteristics, intervention components, implementation features, and outcomes. Risk of bias was assessed using The Evidence Project Risk of Bias Tool (Kennedy et al., 2019).
Results/Conclusions
Interventions with the strongest evidence included explicit, systematic instruction in oral language and\/or code-related skills, combined with structured practice and interactive strategies (e.g., modelling, scaffolding and corrective feedback). Delivered by educators and supported through professional learning and coaching, these approaches can be implemented within MTSS frameworks to strengthen Tier 1 instruction and Tier 2 targeted support. Findings highlight the need to address both language comprehension and word recognition to optimise early intervention and prevent reading failure.
Presented by:
Keith Murphy. Ireland. Maria Rita D’ Emilio. Italy.
Authors
Dr. Keith Murphy. TU Dublin, Dublin, Ireland. Dyslexia Ireland (DI). European Dyslexia Association (EDA). Dr. Paola Palladino. Applied Experimental Psychology Lab, University of Foggia, Foggia, Italy. Maria Rita D’Emilio. Department of Mental and Physical Health and Preventive Medicine, University of Campania “Luigi Vanvitelli”, Napoli, Italy. Applied Experimental Psychology Lab, University of Foggia, Foggia, Italy.
Purpose
This reseach explored how students with Specific Learning Disabilities in use Artificial Intelligence as a learning tool. It considers students’ knowledge and understanding of AI, alongside the moral and ethical implications of its use, including academic integrity, authorship, and responsible practice. This research will be conducted Ireland and Italy, enabling the systematic collection of data in both national contexts. The resulting datasets will be analysed and comparatively examined to identify cross-cultural patterns, similarities, and differences.
Method
A questionnaire will be distributed to the Disability Support Offices at TU Dublin, Maynooth University, Trinity College, SETU, DCU & UCD. Prior arrangements have been made with the respective Disability Support Officers. In Italy, it will be distributed through the Italian Dyslexia Association (IDA). The questionnaire will comprise of questions examining participants’ use of AI, their level of knowledge and familiarity with AI, and their perceptions of its usefulness in supporting learning. Data collected from both countries will be analysed comparatively, and the findings will be presented in our final presentation.
Results/Conclusions
As data collection remains ongoing and will conclude at the end of May the variables identified at this stage are provisional and indicative rather than definitive. A comprehensive analysis of findings will be available prior to and on the day of presentation. It is anticipated that students with SLD’s may report higher rates of AI use than the general student population. Likely applications include grammar and spelling support, text simplification and summarisation, structural planning, time management, and cognitive load reduction. AI may also be associated with enhanced independence and confidence.
Theme: Adults reading and writing
Presented by:
Audrey Mazur & Matthieu Quignard
Authors
Audrey Mazur, Laboratoire d’Excellence ASLAN & Laboratoire CNRS ICAR (Université de Lyon, ENS de Lyon, Université Lumière Lyon 2) Matthieu Quignard, Laboratoire CNRS ICAR (ENS de Lyon, Université Lumière Lyon 2)
Purpose
Our project focusseson dyslexia’s impact on written language in adulthood are presented. Reading and handwritten writing of fifty subjects with and without dyslexia has been recorded with an experimental device capturing offline (linguistic choices, etc.), online (pauses, etc.) and ocular indicators (eye movements). In writing, dyslexia impacts linguistic choices and correctness, writing dynamics (e. g. Sumner et al., 2014) and in reading, oculomotor pattern (Seassau et al. 2014). We propose to associate these three kinds of indicators considering dyslexia as an independent variable.
Method
Students with and without dyslexia were asked (1) to fill out a questionnaire and realize tests; (2) to read a press article; and (3) to produce a spontaneous handwritten text. Written data are collected using graphic tablets with Eye and Pen© software (Chesnet and Alamargot, 2005). Eye movements are recorded by a non-invasive system using infrared cameras, hardware and software (Eya S360, SIERRA Neurovision). For the written task, ocular indicators like staring point and fixation duration are linked to real-time data collected by Eye and Pen©.
Results/Conclusions
Our protocol provides us a wide variety of indicators. In this paper, concerning the writing task, beyond general indicators (length, errors), we present analyses concerning online indicators (bursts, revisions) and eye movements (fixations, saccades). About the reading task, we focus on the number of read words, series of unread words, and saccades and retro-saccades. Future analyses will lead us to link linguistic units to eye movements and draw parallels between reading and writing. All this work will help to adapt remediation regarding writing and reading activities.
Presented by:
James Smith-Spark
Authors
Christina Protopapa (London South Bank University, UK) and James H. Smith-Spark (London South Bank University, UK)
Purpose
Dyslexia involves cognitive difficulties beyond phonological processing and these broader issues can make it challenging for adults with dyslexia to manage their day-to-day tasks across a range of real-world settings. For instance, effective time management is strongly associated with academic success and occupational performance, yet everyday time management behaviours in adults with dyslexia remain underexplored despite some (mainly anecdotal) evidence of difficulties. The present study aimed to address this gap.
Method
Twelve adults with diagnosed dyslexia and 41 IQ-matched controls have been recruited so far, with data collection ongoing. The participants reported no other learning difficulties or diagnoses. Participants completed the Time Management Behavioural Scale (Macan, 1994), a well-established self-report measure which evaluates three components of time management (goal-setting and prioritising, mechanics of time management, and preference for organisation), as well as participants’ perceived control over time. Preliminary analyses were conducted using non-parametric tests, using age as a covariate.
Results/Conclusions
Adults with dyslexia reported using fewer time management behaviours overall and reported less control over their time. More specifically, they reported greater difficulty working in organised and structured ways. There were no group differences in planning behaviours or in tool use supporting time-related behaviour. The findings suggest adults with dyslexia plan and set priorities effectively, but disorganisation during task execution leads to failure in implementation. Support focusing on structured task management and organised workspaces may enhance lifespan inclusion and wellbeing.
Theme: Early interventions
Presented by:
Dr Lorraine Lawrance Niamh Savage Laura Capon
Authors
Dr Lorraine Lawrance-Hibernia College, Dublin Niamh Savage-Mary Immaculate College, Limerick Laura Capon-Mary Immaculate College, Limerick
Purpose
Reading for pleasure has been widely recognised as a powerful contributor to literacy development, wellbeing, empathy and lifelong learning. Research consistently shows that children who read for enjoyment demonstrate stronger literacy outcomes, broader vocabulary development and more positive attitudes towards learning (Cremin et al., 2014; OECD, 2021). However, for many learners with dyslexia, reading is frequently framed through deficit narratives centered on decoding difficulty, remediation and intervention. As a result, the concept of reading for pleasure can become marginalised within their educational experiences, despite its potential to foster motivation, reader identity and agency. This presentation explores how inclusive reading cultures can be cultivated to support reading for pleasure among learners with dyslexia. Rather than positioning dyslexia solely through a lens of difficulty, the paper considers how educators, librarians and literacy advocates can create environments where story remains accessible, meaningful and enjoyable for all readers. The central premise underpinning this work is that story belongs to everyone, and that reading for pleasure must be intentionally designed to include learners whose experiences of text may differ from traditional reading pathways. The work draws on research into reading communities and reader engagement. Cremin et al. (2014) highlight the importance of social reading environments in developing engaged readers, while Chambers (2011) emphasises the role of dialogic book talk in helping children to articulate responses to texts and deepen their understanding of story. When learners are invited to share interpretations, question narrative events and discuss characters, they begin to view themselves as legitimate members of a community of readers. This presentation considers a range of practices that support such communities, including reading for pleasure support groups, Teacher Reading Groups (TRGs), library partnerships and school-based book clubs. These spaces foreground enjoyment, conversation and curiosity rather than performance. They allow readers with dyslexia to participate in literary communities without the pressure that often accompanies formal reading tasks. A key aspect of this work is the importance of building knowledge around books. When readers become familiar with authors, genres and narrative worlds, their engagement with texts becomes richer and less dependent on decoding speed. Story knowledge can be developed through shared reading, storytelling, discussion and the exploration of visual elements within texts. Sipe (2008) highlights how children often construct meaning through the interplay between words and images, particularly within picturebooks. Imagery therefore plays a crucial role in supporting comprehension and emotional engagement with narrative. The presentation also explores how digital and auditory storytelling expands opportunities for inclusive reading cultures. Audiobooks and podcasts enable learners to access complex narratives while participating fully in literary conversations. Wolf (2018) argues that listening to stories can support deep narrative engagement, allowing readers to focus on interpretation, empathy and imagination rather than decoding alone. Libraries play a particularly significant role in this ecosystem. School and public libraries provide spaces where readers can encounter diverse texts and formats, from illustrated fiction and graphic novels to audiobooks and storytelling podcasts. Such environments support what Krashen (2011) describes as free voluntary reading, where readers are able to choose texts that interest them and engage with stories at their own pace. The purpose of this presentation is therefore threefold. First, it seeks to examine how reading for pleasure can be reframed as an inclusive literacy practice that recognises the diverse ways in which learners engage with story. Second, it highlights practical strategies that enable dyslexic readers to participate meaningfully in reading communities. Third, it proposes that reading for pleasure initiatives can play a central role in fostering reader confidence, motivation and belonging.
Method
This presentation draws on a qualitative, practice-informed exploration of reading for pleasure initiatives that seek to support inclusive engagement with literature, particularly for readers with dyslexia. The study adopts a reflective practitioner framework, examining a range of literacy practices implemented within educational and community contexts where reading for pleasure is actively promoted through collaborative and multimodal approaches. The research approach is informed by socio-cultural theories of literacy which position reading as a socially situated practice shaped by relationships, communities and shared meaning-making (Street, 2003). From this perspective, reading for pleasure is understood not simply as an individual act of decoding text, but as participation in a community of readers where dialogue, interpretation and enjoyment are central. Data informing this work emerge from several interconnected strands of practice, including reading for pleasure support groups, teacher reading groups (TRGs), book clubs and collaborative partnerships with libraries. These contexts provide opportunities to explore how learners with dyslexia interact with story when the emphasis shifts from performance to participation. Teacher Reading Groups (TRGs) play a particularly significant role in supporting educators to develop knowledge of children’s literature. Cremin et al. (2014) argue that when teachers identify as readers themselves, they are better positioned to create reading cultures within classrooms. Within TRGs, educators read and discuss children’s literature collaboratively, exploring themes, narrative structures and reader responses. This process enables teachers to identify texts that may be particularly engaging and accessible for learners with dyslexia, including graphic novels, illustrated fiction and multimodal texts. Observations from reading for pleasure support groups also provide insight into how social reading environments can reshape learners’ relationships with books. In these groups, learners are encouraged to engage with texts through discussion, storytelling and shared interpretation. Chambers’ (2011) model of book talk provides a useful framework for facilitating these conversations, encouraging readers to reflect on what they enjoyed, what puzzled them and what connections they noticed within the story. The role of imagery within texts forms an important component of the analysis. Picturebooks, illustrated fiction and graphic narratives offer multimodal entry points into narrative meaning. Sipe (2008) highlights how visual elements such as colour, perspective and character expression support readers in interpreting story events and emotional cues. For readers with dyslexia, such visual scaffolding can support comprehension while maintaining engagement with narrative. The research also considers the role of digital storytelling platforms in expanding access to literature. Audiobooks and podcasts allow learners to experience complex narratives while participating fully in discussions about theme, character and plot. Wolf (2018) suggests that auditory storytelling can support deep narrative immersion and emotional engagement, particularly when combined with opportunities for reflection and discussion. Libraries are explored as key partners within this ecosystem of reading for pleasure. Both school and public libraries provide access to diverse reading materials and formats, supporting learners to discover texts that align with their interests and preferred modes of engagement. Krashen (2011) argues that when readers are given access to appealing texts and the freedom to choose what they read, their motivation and literacy engagement increase significantly. Data for this presentation include reflective field notes, practitioner observations and documentation of reading activities across these contexts. The analysis focuses on patterns of engagement, participation and reader identity formation among learners with dyslexia within these reading communities. Through this qualitative and reflective approach, the study seeks to illuminate how inclusive reading practices can support readers whose experiences of print may be shaped by dyslexia.
Results/Conclusions
Findings from this practice-informed exploration suggest that inclusive reading cultures can significantly enhance opportunities for learners with dyslexia to experience reading for pleasure. When reading is framed as a communal and multimodal activity rather than solely a decoding task, learners are able to engage more deeply with narrative and develop stronger reader identities. One of the most significant findings relates to the role of social reading environments. Reading for pleasure support groups and school-based book clubs create spaces where learners can explore stories collaboratively without the pressures associated with formal reading tasks. Within these environments, learners with dyslexia contribute insights about characters, themes and plot development, demonstrating sophisticated narrative understanding even when decoding remains challenging. Such findings support Cremin et al.’s (2014) argument that reading communities play a vital role in fostering reader engagement and motivation. Teacher Reading Groups (TRGs) also emerge as an important mechanism for supporting inclusive reading cultures. When teachers engage with literature as readers themselves, they develop deeper knowledge of children’s texts and become more confident in recommending books that appeal to diverse learners. Chambers’ (2011) approach to book talk provides a valuable framework for facilitating rich discussions about texts, enabling learners to share interpretations and build confidence as readers. The analysis also highlights the importance of knowledge-building around books. When learners develop familiarity with authors, genres and narrative conventions, their engagement with reading becomes more meaningful. Knowledge of story structures and literary worlds enables readers to anticipate narrative developments and participate actively in discussions about texts. Imagery within books plays a particularly powerful role in supporting engagement. Sipe (2008) demonstrates how illustrations can deepen narrative understanding by revealing emotional nuance and contextual detail. For readers with dyslexia, visual storytelling provides an additional pathway into meaning-making, supporting comprehension while maintaining narrative immersion. Digital and auditory storytelling also contribute significantly to inclusive reading cultures. Audiobooks and podcasts allow learners to access complex texts while engaging fully in literary discussions. Wolf (2018) suggests that listening to stories can foster deep reading experiences by allowing readers to focus on imagination, empathy and interpretation. Libraries emerge as central spaces within this ecosystem of reading for pleasure. By providing access to diverse texts and formats, libraries enable readers to explore stories that align with their interests and preferences. Krashen (2011) emphasises the importance of access and choice in fostering voluntary reading habits, particularly among reluctant or struggling readers. Overall, the findings suggest that when reading for pleasure initiatives embrace multimodality, collaboration and accessibility, they can transform the reading experiences of learners with dyslexia. Rather than positioning dyslexia as a barrier to literary engagement, these initiatives demonstrate that readers can connect deeply with story through a variety of pathways. Ensuring that story belongs to everyone requires educators, librarians and literacy advocates to broaden their understanding of what it means to read. When stories are shared through multiple formats and discussed within supportive reading communities, reading for pleasure becomes a space where all readers can belong. References Chambers, A. (2011). Tell me: Children, reading and talk (2nd ed.). Thimble Press. Cremin, T., Mottram, M., Collins, F., Powell, S., & Safford, K. (2014). Building communities of engaged readers: Reading for pleasure. Routledge. Krashen, S. (2011). Free voluntary reading. Libraries Unlimited. OECD. (2021). 21st-century readers: Developing literacy skills in a digital world. OECD Publishing. Sipe, L. (2008). Storytime: Young children’s literary understanding in the classroom. Teachers College Press. Street, B. (2003). What’s “new” in new literacy studies? Current Issues in Comparative Education, 5(2), 77–91. Wolf, M. (2018). Reader, come home: The reading brain in a digital world. HarperCollins.
Presented by:
Stella Tampou PhD(c) Anthi Kokkoni, SEN teacher
Authors
Stella Tampou PhD(c) _ Department of Theatre Studies National and Kapodistrian University of Athens (NKUA) Anthi Kokkoni, SEN teacher _ Sociologist _ Member of the administrative council of the Hellenic Union of Special Educators (H.U.S.E.)
Purpose
This presentation explores how drama-based pedagogical approaches support children with neurodevelopmental disorders (dyslexia, dyscalculia, ADHD, ASD, DLD) in inclusive early childhood settings. Traditional text-based instruction often creates barriers for diverse learners. Evidence suggests that multimodal theatrical interventions provide alternative pathways to knowledge acquisition by engaging multiple senses through embodied learning strategies. This research examines how theatrical pedagogy creates accessible entry points for children with varying learning profiles, contributing to academic achievement and psychosocial wellbeing.
Method
Case study research across eight classrooms in five kindergartens in Northern Athens involved 167 children (ages 4-6), including 22 with neurodevelopmental disorders (ASD, DLD, ADHD). Ten drama-based interventions using “The Very Hungry Caterpillar” were implemented. Data collection included classroom observations, teacher diaries, educator interviews, and evaluation forms. Qualitative thematic analysis examined how theatrical techniques (Teacher in Role, mirror technique, frozen images, physical theatre, voice choir) facilitated participation, knowledge acquisition, social inclusion, emotional regulation, and self-concept across learning profiles.
Results/Conclusions
Qualitative analysis revealed that multisensory theatrical interventions enabled children with neurodevelopmental disorders to participate meaningfully alongside peers. Case analyses demonstrated individualized responses showing progress in knowledge acquisition, social inclusion, emotional regulation, and self-concept across learning profiles. Findings indicate theatrical pedagogy aligns with Universal Design for Learning principles, creating multiple means of representation, expression, and engagement. These evidence-based strategies offer practical applications for educators seeking inclusive approaches supporting academic and psychosocial wellbeing across diverse early childhood populations throughout the lifespan.