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Parents' voices matter: A mixed‐method study on the dyslexia diagnosis process.

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Title: Parents' voices matter: A mixed‐method study on the dyslexia diagnosis process.
Authors: Denton, Kenneth (AUTHOR), Coneway, Betty (AUTHOR), Simmons, Michelle (AUTHOR), Behl, Malvika (AUTHOR), Shin, Mikyung (AUTHOR)
Source: Psychology in the Schools. Nov2022, Vol. 59 Issue 11, p2267-2286. 20p. 3 Diagrams, 6 Charts, 1 Graph.
Subjects: Dyslexia, Children with dyslexia, Parent attitudes, Parents, Sentiment analysis, Likert scale, Birthparents
Geographic Terms: United States
Abstract: Difficulty learning to read presents many struggles for children and their families, and evaluation of parental perspectives of the dyslexia assessment process within the United States represents an under‐researched area. This study sought to investigate how parental perspectives change during their child's dyslexia assessment. Six hundred one parents of children experiencing reading difficulties provided both Likert scale and open‐ended responses to an online survey regarding their experiences throughout the dyslexia assessment and diagnosis process. Participants' responses were analyzed through thematic coding, sentiment analysis, and regression analysis. Parent perspectives were largely positive but revealed three important areas for investigation: shift in parental perspectives and lifestyles, assessment timelines, and parental advocacy and support. The assessment timeline predicted parental satisfaction. Results indicate a desire for clarity in the assessment process and ongoing needs for advocacy, support, and intervention. Implications for educational assessments, parent/family support, and suggestions for future research are discussed. Practitioner points: Parent perceptions of the dyslexia diagnosis process were largely positive and improved with diagnosis.Negative parent perceptions and dissatisfaction were related to the timeline and stress involved with the process.Dyslexia diagnosis was related to significant lifestyle changes for the child and family, indicating a need for advocacy and support. [ABSTRACT FROM AUTHOR]
Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Parents' voices matter: A mixed‐method study on the dyslexia diagnosis process.
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  Data: <searchLink fieldCode="AR" term="%22Denton%2C+Kenneth%22">Denton, Kenneth</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Coneway%2C+Betty%22">Coneway, Betty</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Simmons%2C+Michelle%22">Simmons, Michelle</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Behl%2C+Malvika%22">Behl, Malvika</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Shin%2C+Mikyung%22">Shin, Mikyung</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Psychology+in+the+Schools%22">Psychology in the Schools</searchLink>. Nov2022, Vol. 59 Issue 11, p2267-2286. 20p. 3 Diagrams, 6 Charts, 1 Graph.
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  Data: <searchLink fieldCode="DE" term="%22Dyslexia%22">Dyslexia</searchLink><br /><searchLink fieldCode="DE" term="%22Children+with+dyslexia%22">Children with dyslexia</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+attitudes%22">Parent attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Parents%22">Parents</searchLink><br /><searchLink fieldCode="DE" term="%22Sentiment+analysis%22">Sentiment analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Likert+scale%22">Likert scale</searchLink><br /><searchLink fieldCode="DE" term="%22Birthparents%22">Birthparents</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink>
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  Label: Abstract
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  Data: Difficulty learning to read presents many struggles for children and their families, and evaluation of parental perspectives of the dyslexia assessment process within the United States represents an under‐researched area. This study sought to investigate how parental perspectives change during their child's dyslexia assessment. Six hundred one parents of children experiencing reading difficulties provided both Likert scale and open‐ended responses to an online survey regarding their experiences throughout the dyslexia assessment and diagnosis process. Participants' responses were analyzed through thematic coding, sentiment analysis, and regression analysis. Parent perspectives were largely positive but revealed three important areas for investigation: shift in parental perspectives and lifestyles, assessment timelines, and parental advocacy and support. The assessment timeline predicted parental satisfaction. Results indicate a desire for clarity in the assessment process and ongoing needs for advocacy, support, and intervention. Implications for educational assessments, parent/family support, and suggestions for future research are discussed. Practitioner points: Parent perceptions of the dyslexia diagnosis process were largely positive and improved with diagnosis.Negative parent perceptions and dissatisfaction were related to the timeline and stress involved with the process.Dyslexia diagnosis was related to significant lifestyle changes for the child and family, indicating a need for advocacy and support. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Nov2022
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