Developmental dyslexia (DD) is a neurodevelopmental disorder characterised by significant and persistent difficulties in learning to read, expressed at behavioural level by individual reading accuracy and fluency. Individuals with DD experience deficits in their ability to decode letters and sounds, and show impaired accuracy and word recognition that, despite adequate intelligence and education, result in significant educational and occupational disadvantage through the lifespan (British Dyslexia Association, 2020; World Health Organization, 2019).
Substantial research has demonstrated that deficits in reading are associated with both phonological processing ( Snowling, Hulme & Nation, 2020) and visuo-attentional mechanisms in children and adults with DD (Badcock et al., 2011; Stein, 2018), highlighting that DD is a multifaceted, heterogeneous disorder (Menghini et al., 2010). The severity of these difficulties can vary from pupil to pupil, requiring a network of support spanning whole-school approaches and cross-professional collaboration (Zheng, 2019; Tiernan and Casserley, 2018; Beck et al., 2017).
Interventions focusing on improving phonological processing, known to be one of the strongest predictors of word reading accuracy (Mann & Wimmer, 2002; National Reading Panel 2001; Storey, McDowell & Leslie 2017), have been frequently used. However, some research indicates that such programs are ineffective in up to one third of children with DD (Whiteley et al., 2007), and when successful, reading outcomes are usually in terms of single word reading accuracy and letter-sound knowledge, rather than text reading fluency and comprehension (Galuschka et al., 2020). Research has also focused on investigations targeting visuo-attentional deficits and visuo-attentional mechanisms, with literature showing that spatially and temporally dependent processes are most predictive of reading rate and fluency (Al Dahhan et al., 2014; Elhassan et al., 2017, 2015; Poulsen et al., 2015).
Other research has examined the use of assistive technology to assist learners with DD (Lerga et al., 2021). A further field of research exists, which has focused on the social and emotional aspects of DD, with mixed findings, indicating that DD is linked with experiences of stigmatisation and lowered self-concept (Polychroni et al. 2006; Riddick 2000), or that DD is not in fact associated with negative self perceptions (Burden & Burdett 2005).
This research project therefore aims to explore the learning experiences of primary school pupils’ with a diagnosis of dyslexia, and teachers’ experiences of teaching and supporting these pupils in school. Results from a literature review on current strategies used in schools will inform a qualitative study with pupils and educators to explore facilitators and barriers within the school system to implementing effective strategies. This information, along with findings from a Delphi study, will help inform a logic model for a school wide intervention for learners and staff coping with dyslexia – targeting reading skills, self esteem, resilience and wellbeing.
Essential Shortlisting Criteria
Applicants should have (or expect to hold) an Upper Second Class Honours (2:1) or First Class Honours Degree in Psychology.
It is desirable that the applicant has knowledge of children with dyslexia or special educational needs relating to reading.
AccessNI clearance required
Please note, the successful candidate will be required to obtain AccessNI clearance prior to registration due to the nature of the project.
Essential criteria
Applicants should hold, or expect to obtain, a First or Upper Second Class Honours Degree in a subject relevant to the proposed area of study.
We may also consider applications from those who hold equivalent qualifications, for example, a Lower Second Class Honours Degree plus a Master’s Degree with Distinction.
In exceptional circumstances, the University may consider a portfolio of evidence from applicants who have appropriate professional experience which is equivalent to the learning outcomes of an Honours degree in lieu of academic qualifications.
- Experience using research methods or other approaches relevant to the subject domain
- A comprehensive and articulate personal statement
- Research proposal of 1500 words detailing aims, objectives, milestones and methodology of the project
- A demonstrable interest in the research area associated with the studentship
Desirable Criteria
If the University receives a large number of applicants for the project, the following desirable criteria may be applied to shortlist applicants for interview.
- First Class Honours (1st) Degree
- Completion of Masters at a level equivalent to commendation or distinction at Ulster
- Research project completion within taught Masters degree or MRES
- Practice-based research experience and/or dissemination
- Work experience relevant to the proposed project
- Publications record appropriate to career stage
- Experience of presentation of research findings
- Recognition of the importance of research integrity and Open Science practices
Funding and eligibility
Ulster University’s Annual PhD Scholarship Competition offers the chance for those interested in undertaking PhD research to have their full-time study paid for.
Department for the Economy and Vice-Chancellor's Research scholarships are available to home and overseas applicants, with three years of fees paid, an annual non-taxable maintenance grant of approx. £15,600, a Research Training and Support grant of £900 per year and access to paid teaching opportunities.
Due consideration should be given to financing your studies. Further information on cost of living
Recommended reading
British Dyslexia Association. 12 February, 2020. What is dyslexia. Retrieved June 10, 2020 from: www.bdadyslexia.org.uk/dyslexia/about-dyslexia/what-isdyslexia.
Galuschka, K., Görgen, R., Kalmar, J., Haberstroh, S., Schmalz, X. & Schulte-Körne, G. (2020). Effectiveness of spelling interventions for learners with dyslexia: A meta-analysis and systematic review, Educational Psychologist, 55:1, 1-20, DOI: 10.1080/00461520.2019.1659794
Lerga, R., Candrlic, S. and Jakupovic, A. A Review on Assistive Technologies for Students with Dyslexia. DOI: 10.5220/0010434500640072 In Proceedings of the 13th International Conference on Computer Supported Education (CSEDU 2021) - Volume 2, pages 64-72
Terinan, B. & Casserly, A. (2018).The impact and the implications of policy regarding the organisation of support for pupils with dyslexia in Irish primary mainstream schools. Irish Educational Studies, 37;1.pp 51-67. https://doi.org/10.1080/03323315.2017.1421089
Please follow link to apply online at bottom of advert for more recommended reading.
Contact supervisor
Dr Claire McDowell
Telephone: +44 28 7012 3086
Email: [Email Address Removed]
Key dates
Submission deadline@ Monday 7 February 2022
:Interview Date 14 to 16 March 2022
Preferred student start date: 12 September 2022
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