An Exploration of the Academic Self-Concept of Dyslexic Pupils in Reading Schools in Ireland

This thesis explores the academic self-concept of dyslexic pupils in mainstream and special education settings through a systematic literature review and an empirical mixed methods study. The systematic literature review of ten studies showed that dyslexic students in mainstream settings often have negative self-concepts due to peer comparisons, poor acceptance, and limited teacher understanding. In contrast, reading schools and reading classes promote more positive self-concepts through smaller class sizes, frequent experiences of academic success, and informed support. Grounded in personal construct psychology, an empirical study with 27 pupils aged 8 to 13 used an adapted version of Heather Moran’s Ideal Self method, the Ideal Student Measure, and a sentence completion task. Results confirmed pupils have more positive academic self-concepts in reading school settings due to effective support provisions, teacher awareness, personal growth recognition, and confidence-building. These findings highlight the need for tailored, supportive environments to improve outcomes for dyslexic learners.