An exploration of practitioner educational psychologists’ understandings and practice in relation to dyslexia

Abstract

AimThis paper explores educational psychologists’ (EPs’) understandings and practice in relation to dyslexia.RationalePoor literacy skills have a significant impact on educational attainment. EPs are well placed to support schools in improving practice at a systemic and individual level. However, little is known about EPs’ understandings and practice in respect of literacy learning and dyslexia in particular.FindingsA narrow range of EP assessment and intervention practice for dyslexia was described, suggesting a need for professional clarification and development.ConclusionsThe findings of this study have implications for EPs’ initial and continuing training needs in the area of children’s literacy learning. A professionally commissioned review of EP practice in relation to dyslexia is timely.