ArticleBehavioral sciences (Basel, Switzerland)2023
Lived Experiences of Everyday Memory in Adults with Dyslexia: A Thematic Analysis.
Article in Behavioral sciences (Basel, Switzerland), 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
3 citing papers in PubMed.
- Enhancing inclusion of neurodivergent participants in medical research: an intersectional inclusion-by-design approach.Frontiers in medicine · 2026Article
- Self-Reported Dyslexia Traits as Positive Predictors of Self-Reported Cognitive Failures in the Workplace.Behavioral sciences (Basel, Switzerland) · 2025Article
- Adult Dyslexia Traits as Predictors of Hot/Cool Executive Function and Prospective Memory Abilities.Brain sciences · 2025Article
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Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Dyslexia-related difficulties with memory are well documented under laboratory conditions and via self-report questionnaires. However, the voice of the individual with dyslexia regarding the lived experience of memory across different memory systems and different daily settings is currently lacking. To address this gap in the literature, semi-structured in-depth interviews were conducted with 12 adult female university students with dyslexia. Questions probed different memory systems and experiences across different settings, with interviewees also being asked about their use of technology to support their memory. Two overarching themes were identified in the subsequent thematic analysis. The theme of fallibility of memory had two sub-themes of (i) a lack of trust and confidence in memory and (ii) factors contributing to memory failure. The second theme, facilitators of memory, also consisted of two sub-themes, relating to (i) a preference for traditional tools to support memory and (ii) the use of digital tools to support memory: benefits and limitations. The current study gives insights into the rich and complex extended and distributed cognitive systems of adults with dyslexia. The implications of the findings for dyslexia theory, support in educational and work settings as well as assistive technology development are considered.
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Registered trials
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