Literacy difficulties: What are learners’ experiences?

Abstract

AimsThe aim of this research was to explore the school experiences of learners identified as having literacy difficulties.RationaleA sizable minority of learners receive additional literacy support during their school career. Poor literacy skills are believed to have an impact on social and emotional wellbeing and future success in life. However, there has been little research which seeks to explore the experiences of learners. Such exploration is likely to support Educational Psychologists to facilitate conversations which provide a more holistic understanding of literacy difficulties.MethodThis research used an exploratory case study methodology. The participatory method of photovoice was used to gather data, with each participants’ experiences of school represented on individual experience boards. These were analysed using thematic analysis.FindingsThere was a surprising lack of photos explicitly about literacy and learning ‘tools’. The student photographers’ work highlighted both their positive and negative experiences of school and in particular the importance they placed on relationships with peers and key staff. This indicated an inextricable link between their social and learning experiences.LimitationsThe findings of this research are limited by the small sample size and use of convenience sampling. Participants were in part identified because of their perceived willingness to take part. Furthermore, the participatory nature of the research and degree of student photographer choice may have at times taken the research away from the focus of literacy difficulties.ConclusionsThere are implications for educational psychology practice both in relation to taking a more holistic view of understanding, and also supporting learners with literacy difficulties. The use of ‘photovoice’ to elicit and foreground student views and experiences as part of a consultation, or at a more systemic level, was also highlighted.