Open access peer-reviewed Edited Volume

Recent Advances in the Study of Dyslexia

Jonathan Glazzard

Edge Hill University

Professor Glazzard has been recognised as a National Teaching Fellow for his contribution to UK higher education. He is a co-convenor of the British Educational Research Association (BERA) Special Interest Group, Mental Health and Wellbeing in Education.


Dyslexia Learning Disabilities Inclusivity Inclusive Teaching Pre-service Teacher Teaching Practice Mentors University Education Student–Teacher Schools Impact Evidence-Based Strategies

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About the book

This book will focus on the implications of dyslexia for teacher education and schools. Existing research demonstrates that many pre-service teachers experience discrimination during periods of practical training in schools. Educational standards tend to be defined by high standards in literacy and therefore dyslexic pre-service teachers are often perceived as being a risk to schools, particularly when overall school effectiveness is determined based on learners' attainment in reading and writing. There is an ableist discourse in education that results in the marginalisation of those with disabilities. However, rather than being a threat to standards, teachers with dyslexia bring unique strengths to the classroom. They are often creative, they think laterally and they can adapt lessons and tasks automatically to meet the needs of learners with special educational needs, disabilities, and those with English as an additional language. This book explores the challenges associated with being a dyslexic pre-service teacher, both in the university context and school contexts. It considers the implications for teacher education providers in relation to the teacher education curriculum, mentoring, and school placements. In addition, it considers evidence-based strategies to support dyslexic children and young people in schools.

Publishing process

Book initiated and editor appointed

Date completed: April 26th 2022

Applications to edit the book are assessed and a suitable editor is selected, at which point the process begins.

Chapter proposals submitted and reviewed

Deadline Extended: Open for Submissions

Potential authors submit chapter proposals ready for review by the academic editor and our publishing review team.

Approved chapters written in full and submitted

Deadline for full chapters: July 23rd 2022

Once approved by the academic editor and publishing review team, chapters are written and submitted according to pre-agreed parameters

Full chapters peer reviewed

Review results due: October 11th 2022

Full chapter manuscripts are screened for plagiarism and undergo a Main Editor Peer Review. Results are sent to authors within 30 days of submission, with suggestions for rounds of revisions.

Book compiled, published and promoted

Expected publication date: December 10th 2022

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About the editor

Jonathan Glazzard

Edge Hill University

Professor Jonathan Glazzard’s research focuses on mental health, well-being and inclusion in education. He is a qualitative researcher and uses a broad range of approaches, including narrative methodology, visual/participatory methods and more traditional interviews and focus groups. Jonathan’s recent projects include exploration of head teacher resilience, teacher and child mental health and the experiences of teachers who identify as LGBTQ+. Jonathan is a co-convenor of the British Educational Research Association (BERA) Special Interest Group, Mental Health and Wellbeing in Education. He is also a member of the Excellence in International Transitions Research, which is led by Professor Divya Jindal-Snape. Jonathan is deeply committed to research that advances social justice. He has widely published on aspects of inclusion and social justice for marginalised groups and individuals, and he is deeply committed to research that improves the lives of individuals and research-informed teaching.

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Book chapters authored 2

Books edited 1

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