Dyslexia within Scottish Primary Schools: The efficacy of dyslexia support provision within the First Level

This study examines the support available for children with dyslexia during first-level teaching in Scottish primary schools, with a focus on teacher perceptions and policy implementation. Using semi-structured interviews with classroom teachers and a learning assistant, the research highlights how teacher training, perceptions, and government policy influence the effectiveness of support. Findings indicate that while inclusion is a central aim, gaps in provision and knowledge contribute to ongoing barriers in attainment and self-esteem for pupils with dyslexia.