{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,23]],"date-time":"2026-08-23T15:23:30Z","timestamp":1787498610692,"version":"build-2736575974"},"reference-count":49,"publisher":"Wiley","issue":"2","license":[{"start":{"date-parts":[[2025,3,24]],"date-time":"2025-03-24T00:00:00Z","timestamp":1742774400000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Dyslexia"],"published-print":{"date-parts":[[2025,5]]},"abstract":"<jats:title>ABSTRACT<\/jats:title>\n                  <jats:p>In this study, we present an analysis of interviews with parents and teachers in order to understand the lived experience of families and teachers trying to support children with written language difficulties. Within these accounts, the value of a dyslexia diagnosis is examined in practice. Nineteen parents and 20 educators were interviewed, including four parents who completed additional interviews 4\u2009years after their original accounts. Our analysis indicated that dyslexia is rendered largely invisible in our sample of English schools, with staff frequently reluctant to fully acknowledge it. The analysis suggests mechanisms that appear to underpin successful support or harm to students. An important feature was the role and recognition of diagnosis in increasing the visibility of children's needs. Without recognition and understanding, support was inconsistent and ineffectual.<\/jats:p>","DOI":"10.1002\/dys.70003","type":"journal-article","created":{"date-parts":[[2025,3,24]],"date-time":"2025-03-24T13:28:22Z","timestamp":1742822902000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":5,"title":["Seeing, Being Seen and Being Able to See Dyslexia in English Schools: Parent and Teacher Perspectives"],"prefix":"10.1002","volume":"31","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-3146-8664","authenticated-orcid":false,"given":"Angela M.","family":"Thompson","sequence":"first","affiliation":[{"name":"Centre for Global Learning, Education and Attainment Coventry University  Coventry UK"},{"name":"Psychology Department Nottingham Trent University  Nottingham UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-1492-6501","authenticated-orcid":false,"given":"Clare","family":"Wood","sequence":"additional","affiliation":[{"name":"Psychology Department Nottingham Trent University  Nottingham UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0009-0006-6835-4165","authenticated-orcid":false,"given":"Ian K.","family":"Thompson","sequence":"additional","affiliation":[{"name":"Independent Researcher"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-3614-6883","authenticated-orcid":false,"given":"Julia M.","family":"Carroll","sequence":"additional","affiliation":[{"name":"School of Education University of Birmingham  Birmingham UK"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2025,3,24]]},"reference":[{"key":"e_1_2_9_2_1","doi-asserted-by":"publisher","DOI":"10.3850\/S234573411500023X"},{"key":"e_1_2_9_3_1","unstructured":"All\u2010Party Parliamentary Group For Dyslexia and other SpLDs.2019.\u201cEducational Cost of Dyslexia: Financial Standards and Attainment Cost to Education of Unidentified and Poorly Supported Dyslexia and a Policy Pathway to End the Educational Cost of Dyslexia.\u201dA.\u2010B. D. Association.https:\/\/cdn.bdadyslexia.org.uk\/images\/Educational\u2010cost\u2010of\u2010dyslexia\u2010APPG\u2010for\u2010Dyslexia\u2010and\u2010other\u2010SpLDs\u2010October\u20102019.pdf."},{"key":"e_1_2_9_4_1","doi-asserted-by":"publisher","DOI":"10.5465\/AMR.2003.8925191"},{"key":"e_1_2_9_5_1","doi-asserted-by":"publisher","DOI":"10.1177\/0022219418775118"},{"key":"e_1_2_9_6_1","unstructured":"Banks J. H.Karjalainen andT.Waters.2023.\u201cInequalities in Disability.\u201dIFS.https:\/\/ifs.org.uk\/inequality\/inequalities\u2010in\u2010disability\/."},{"key":"e_1_2_9_7_1","unstructured":"Bodkin H.2019.\u201cDyslexia No Longer Being Diagnosed by Councils Who Called the Disorder Scientifically Questionable.\u201dPATOSS.https:\/\/www.patoss\u2010dyslexia.org\/news\/page\u20103\/dyslexia\u2010no\u2010longer\u2010being\u2010diagnosed\u2010by\u2010councils\u2010who\u2010called\u2010the\u2010disorder\u2010scientifically\u2010questionable\/\u2010."},{"key":"e_1_2_9_8_1","doi-asserted-by":"publisher","DOI":"10.1191\/1478088706qp063oa"},{"key":"e_1_2_9_9_1","doi-asserted-by":"publisher","DOI":"10.1080\/26895269.2022.2129597"},{"key":"e_1_2_9_10_1","doi-asserted-by":"publisher","DOI":"10.1111\/josp.12348"},{"key":"e_1_2_9_11_1","article-title":"Towards a Consensus on Dyslexia: Findings From a Delphi Study","author":"Carroll J. M.","year":"2025","journal-title":"Journal of Child Psychology and Psychiatry"},{"key":"e_1_2_9_12_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1469\u20107610.2004.00366.x"},{"key":"e_1_2_9_13_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1471\u20103802.2010.01190.x"},{"key":"e_1_2_9_14_1","doi-asserted-by":"publisher","DOI":"10.1080\/09687599.2020.1815522"},{"key":"e_1_2_9_15_1","unstructured":"Department for Education.2021.\u201cThe Reading Framework.\u201dTeaching the Foundations of Literacy. Gov.uk.https:\/\/www.gov.uk\/government\/publications\/the\u2010reading\u2010framework\u2010teaching\u2010the\u2010foundations\u2010of\u2010literacy."},{"key":"e_1_2_9_16_1","unstructured":"Department of Education and Department of Health.2015.\u201cSpecial Educational Needs and Disability Code of Practice: 0 to 25\u2009Years. Statutory Guidance for Organisations Which Work With and Support Children and Young People Who Have Special Educational Needs or Disabilities.\u201dCrown Copyright.https:\/\/assets.publishing.service.gov.uk\/government\/uploads\/system\/uploads\/attachment_data\/file\/398815\/SEND_Code_of_Practice_January_2015.pdf."},{"key":"e_1_2_9_17_1","doi-asserted-by":"publisher","DOI":"10.1002\/rrq.490"},{"key":"e_1_2_9_18_1","unstructured":"Elliot Major L. andS.Parsons.2022.\u201cThe Forgotten Fifth: Examining the Early Education Trajectories of Teenagers Who Fall Below the Expected Standards in GCSE English Language and Maths Examinations at Age 16.\u201dCLS Working Paper 2022\/6. London: UCL Centre for Longitudinal Studies.https:\/\/cls.ucl.ac.uk\/wp\u2010content\/uploads\/2017\/02\/CLS\u2010Working\u2010Paper\u20102022\u20106\u2010The\u2010forgotten\u2010fifth.pdf."},{"key":"e_1_2_9_19_1","doi-asserted-by":"publisher","DOI":"10.1002\/rrq.333"},{"key":"e_1_2_9_20_1","doi-asserted-by":"publisher","DOI":"10.1017\/CBO9781139017824"},{"key":"e_1_2_9_21_1","doi-asserted-by":"publisher","DOI":"10.1080\/03054985.2020.1759521"},{"key":"e_1_2_9_22_1","doi-asserted-by":"publisher","DOI":"10.1080\/13645579.2016.1144401"},{"key":"e_1_2_9_23_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.cpr.2018.09.002"},{"key":"e_1_2_9_24_1","doi-asserted-by":"publisher","DOI":"10.1177\/002205748316500103"},{"key":"e_1_2_9_25_1","doi-asserted-by":"publisher","DOI":"10.1598\/RRQ.41.1.4"},{"key":"e_1_2_9_26_1","doi-asserted-by":"publisher","DOI":"10.1080\/03054985.2020.1747419"},{"key":"e_1_2_9_27_1","doi-asserted-by":"publisher","DOI":"10.1080\/08856257.2014.933545"},{"key":"e_1_2_9_28_1","doi-asserted-by":"publisher","DOI":"10.1177\/0143034307085659"},{"key":"e_1_2_9_29_1","unstructured":"Johnson P.2020.\u201cCatching Up or Falling Behind? Geographical Inequalities in the UK [Podcast].\u201dIFS.https:\/\/shows.acast.com\/ifs\u2010zooms\u2010in\u2010coronavirus\u2010and\u2010the\u2010economy."},{"key":"e_1_2_9_30_1","doi-asserted-by":"publisher","DOI":"10.1080\/1034912X.2017.1411582"},{"key":"e_1_2_9_31_1","doi-asserted-by":"publisher","DOI":"10.1080\/03054985.2020.1747418"},{"key":"e_1_2_9_32_1","doi-asserted-by":"publisher","DOI":"10.1371\/journal.pone.0256114"},{"key":"e_1_2_9_33_1","doi-asserted-by":"publisher","DOI":"10.1093\/acrefore\/9780190264093.013.1021"},{"key":"e_1_2_9_34_1","doi-asserted-by":"publisher","DOI":"10.1080\/17549507.2017.1309068"},{"key":"e_1_2_9_35_1","volume-title":"Special Educational Needs and Ethnicity: Issues of Over\u2010 and Under\u2010Representation","author":"Lindsay G.","year":"2006"},{"key":"e_1_2_9_36_1","doi-asserted-by":"publisher","DOI":"10.1177\/0014402914551743"},{"issue":"1","key":"e_1_2_9_37_1","first-page":"1","article-title":"From \u2018Disordered\u2019 to \u2018Diverse\u2019: Defining Six Sociological Frameworks Employed in the Study of Dyslexia in the UK","volume":"16","author":"Macdonald S.","year":"2019","journal-title":"Insights Into Learning Disabilities"},{"key":"e_1_2_9_38_1","first-page":"50","article-title":"What Is Literacy? 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