PhD Study : Developing a whole school approach to supporting primary school pupils with Dyslexia

Summary

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

Equal Opportunities

The University is an equal opportunities employer and welcomes applicants from all sections of the community, particularly from those with disabilities.

Appointment will be made on merit.

Funding and eligibility

The University offers the following levels of support:

Vice Chancellors Research Studentship (VCRS)

The following scholarship options are available to applicants worldwide:

• Full Award: (full-time tuition fees + £19,000 (tbc))
• Part Award: (full-time tuition fees + £9,500)
• Fees Only Award: (full-time tuition fees)

These scholarships will cover full-time PhD tuition fees for three years (subject to satisfactory academic performance) and will provide a £900 per annum research training support grant (RTSG) to help support the PhD researcher.

Applicants who already hold a doctoral degree or who have been registered on a programme of research leading to the award of a doctoral degree on a full-time basis for more than one year (or part-time equivalent) are NOT eligible to apply for an award.

Please note: you will automatically be entered into the competition for the Full Award, unless you state otherwise in your application.

Department for the Economy (DFE)

The scholarship will cover tuition fees at the Home rate and a maintenance allowance of £19,237 (tbc) per annum for three years (subject to satisfactory academic performance).

This scholarship also comes with £900 per annum for three years as a research training support grant (RTSG) allocation to help support the PhD researcher.

• Candidates with pre-settled or settled status under the EU Settlement Scheme, who also satisfy a three year residency requirement in the UK prior to the start of the course for which a Studentship is held MAY receive a Studentship covering fees and maintenance.
• Republic of Ireland (ROI) nationals who satisfy three years’ residency in the UK prior to the start of the course MAY receive a Studentship covering fees and maintenance (ROI nationals don’t need to have pre-settled or settled status under the EU Settlement Scheme to qualify).
• Other non-ROI EU applicants are ‘International’ are not eligible for this source of funding.
• Applicants who already hold a doctoral degree or who have been registered on a programme of research leading to the award of a doctoral degree on a full-time basis for more than one year (or part-time equivalent) are NOT eligible to apply for an award.

Due consideration should be given to financing your studies. Further information on cost of living