Year of Award

2026

Document Type

Thesis

Degree Type

Master of Arts (MA)

Degree Name

Education

Department or School/College

Teaching and Learning

Committee Chair

Kate Brayko, Ph. D.

Commitee Members

Morgen Alwell, Ph. D., Jeb Puryear, Ph.D., Ginger Collins, Ph.D., CCC-SLP

Keywords

dyslexia, adult dyslexia, assistive technology, reading strategies, reading comprehension, disability support services

Subject Categories

Disability and Equity in Education | Education | Higher Education

Abstract

Dyslexia is a specific learning disorder of neurobiological origin characterized by persistent difficulties with accurate and/or fluent reading, word recognition, spelling, and decoding. Although dyslexia is widely recognized as a lifelong learning difference, the majority of research has historically focused on children and adolescents, with less attention given to adult experiences. The purpose of this study was to explore how adults with dyslexia access and use reading strategies and assistive technologies to support reading comprehension and independence across contexts. The study also examined barriers and supports influencing access to these tools, as well as the emotional experiences associated with their use.

This study employed a cross-sectional, descriptive, non-interventional design consisting of two complementary components: an online survey and a semi-structured interview. Participants included adults who self-identified as having dyslexia, a reading disability, or a history of reading difficulties. Data were analyzed using thematic analysis.

Findings indicate that adults with dyslexia demonstrate adaptability by employing a wide range of cognitive strategies and assistive technologies to meet reading demands. However, these efforts are often shaped and constrained by systemic barriers, including time pressure, inconsistent access to supports, and persistent stigma. Participants also described emotional factors, such as frustration and perceived stigma, as influencing their use of supports. These findings highlight the need for a shift in perspective—from viewing dyslexia primarily as a deficit requiring accommodation to recognizing it as a difference that calls for flexible, responsive, and informed systems of support. This study contributes to a growing body of research on adult literacy and disability support.

Download

Share

COinS
 

© Copyright 2026 Brenda Rosalie King