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“They Labeled Me Ignorant†: Narratives of Maltese Youth With Dyslexia on National Examinations

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  • Stephen Camilleri
  • Deborah Chetcuti
  • Ruth Falzon

Abstract

Examinations have a significant impact on well-being as they provide qualifications for entry into further education and employment. Research suggests that students with dyslexia experience greater challenges than their counterparts. This article explored the views of eight students with dyslexia, the challenges they face, and what they believe could make national examinations “fairer.†The Maltese educational system has a Secondary Education Certificate (SEC) at the end of compulsory education (16 years) and Matriculation (MATSEC) for postsecondary schooling (18 years). Narrative interviews and a thematic approach using discourse analysis presented participants’ voices in prose and strophes. Narratives evidence difficulties and abilities. Students criticized the unnecessary examination stress and anxiety caused by misunderstanding and lack of knowledge about dyslexia. Youth referred to “fairness†of examinations, which they equated with “sameness.†They believe that examinations could be fairer by being given compensatory measures without compromising the examinations’ objectives.

Suggested Citation

  • Stephen Camilleri & Deborah Chetcuti & Ruth Falzon, 2019. "“They Labeled Me Ignorant†: Narratives of Maltese Youth With Dyslexia on National Examinations," SAGE Open, , vol. 9(2), pages 21582440198, June.
    • Handle: RePEc:sae:sagope:v:9:y:2019:i:2:p:2158244019855674
    DOI: 10.1177/2158244019855674
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    References listed on IDEAS

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    1. Christoph W Korn & Gabriela Rosenblau & Julia M Rodriguez Buritica & Hauke R Heekeren, 2016. "Performance Feedback Processing Is Positively Biased As Predicted by Attribution Theory," PLOS ONE, Public Library of Science, vol. 11(2), pages 1-19, February.
    2. Liam Antonelli & Sasha Bilocca & Dario Borg & Shane Borg & Mark Boxall & Luke Briffa & Charlene Debono & Ruth Falzon & Valentina Farrugia & Leah Gatt & Mike Formosa & Dione Mifsud & Kurt Mizzi & Lena , 2014. "Drama, Performance Ethnography, and Self-Esteem," SAGE Open, , vol. 4(2), pages 21582440145, May.
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    Cited by:

    1. Adrienne Wilmot & Penelope Hasking & Suze Leitão & Elizabeth Hill & Mark Boyes, 2023. "Understanding Mental Health in Developmental Dyslexia: A Scoping Review," IJERPH, MDPI, vol. 20(2), pages 1-19, January.

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