“Am I doing enough?”: A qualitative study on the experiences of parents of children with dyslexia in the UK and Malaysia.

Mohd Ranai, Nur Maizatul Akmal 2025. “Am I doing enough?”: A qualitative study on the experiences of parents of children with dyslexia in the UK and Malaysia. PhD Thesis, Cardiff University. Item availability restricted.

Preview	PDF (Thesis) - Accepted Post-Print Version Download (7MB) | Preview
	PDF (Cardiff University Electronic Publication Form) Restricted to Repository staff only Download (153kB)

Abstract

Dyslexia poses persistent challenges not only for school-aged children with the condition but also for their parents, who frequently play a significant role in supporting their development. This study explores the experiences of parents of children aged 7 to 12 years who have been diagnosed with dyslexia in the United Kingdom and Malaysia, focusing on how institutional, cultural, and policy contexts shape these experiences. Although existing research has examined parental involvement in dyslexia support, few studies offer a cross-national comparison between a highincome, Global North country and a post-colonial, Global South setting. This thesis addresses this gap by investigating how educational frameworks, cultural expectations, and resource availability influence parents to secure diagnosis and support services in both Malaysia and the UK. This study employed a critical realist qualitative design, involving in-depth semi-structured interviews with 20 parents, 10 from the UK and 10 from Malaysia. The data were analysed thematically using Braun and Clarke’s (2013) method. Bronfenbrenner’s bioecological model of human development (1994) is used as the theoretical framework, facilitating a multi-level interpretation of interactions between individual, institutional, and societal systems. Eleven main themes emerged: 1. Child-Parent Relationship, 2. Parent-Teacher Communication, 3. Informal Parental Networks, 4. Cultural Stigma, 5. Educational System Beliefs, 6. Legislation and Rights, 7. Educational Policy Awareness, 8. Resource Availability, 9. Media Influence, 10. Stages of Understanding, and 11. Transitions. Findings reveal that UK parents benefit from formalised support pathways but continue to face delays, inconsistencies, and bureaucratic challenges. Malaysian parents contend with limited institutional provision, variable educator awareness, and persistent stigma, often relying on private assessments and selfdirected advocacy. Across both contexts, parents undertake substantial emotional labour, express a need for clearer post-diagnostic guidance, and confront fragmented support systems. By highlighting both shared and context-specific experiences, this study contributes to a relational and culturally grounded understanding of dyslexia support. It calls for policy and practice frameworks that better recognise parental efforts, reduce institutional barriers, and prioritise improved and more equitable access to educational and psychological services for children with dyslexia.

Item Type:	Thesis (PhD)
Date Type:	Completion
Status:	Unpublished
Schools:	Schools > Social Sciences (Includes Criminology and Education)
Subjects:	H Social Sciences > H Social Sciences (General)
Date of First Compliant Deposit:	3 October 2025
Last Modified:	03 Oct 2025 10:26
URI:	https://orca.cardiff.ac.uk/id/eprint/181453

Actions (repository staff only)

Edit Item