Research and Publications
Peer-reviewed research and publications contributing to the fields of Specific Learning Difficulties (dyslexia), education, and advocacy.
Research
Parents’ stress and satisfaction with dyslexia assessment and diagnosis in Australia
​​Authors: Hayley Anthony, Andrea Reupert, Louise McLean, Aspasia Stacey Rabba, & Heidi Gregory
Journal: Educational and Developmental Psychologist (2025)
DOI: https://doi.org/10.1080/20590776.2025.2545250
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This study explored the experiences of 80 Australian parents during their child’s dyslexia diagnosis. Parents valued the professionalism of practitioners and the clarity of reports, but identified major gaps in affordability, timeliness, post-diagnosis support, and school response.
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Key findings:
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Assessments are seen as professional and useful, but costly.
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Timely diagnosis is often hard to access.
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Parents feel unsupported once the diagnosis is given.
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Schools do not consistently act on assessment recommendations.
What needs to change:
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Make assessments affordable and accessible.
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Speed up the diagnostic process.
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Provide clear, parent-friendly information at diagnosis.
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Ensure structured follow-up support for families.
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Improve school responses to reports and recommendations.
​​Authors: Dyslexia Victoria Support (DVS)
Report: Parent Survey Report (2020)
URL: https://www.heidigregoryparentadvocacy.com/product-page/dyslexia-victoria-support-parent-survey-2020
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This survey captured the experiences of 436 Victorian parents of children with literacy difficulties. Parents reported widespread problems with teacher knowledge, early identification, school interventions, ILPs, and the emotional toll on families.
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Key findings:
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Key findings:
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Over half rated literacy teaching quality as low or very low.
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Most schools relied on ineffective programs like Reading Recovery and Fountas & Pinnell.
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62% of parents identified difficulties themselves and paid for a private assessment.
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One-third of children had no ILP, and many existing ILPs were ineffective.
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81% of parents said literacy difficulties harmed their child’s mental health.
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Families carried heavy financial, emotional, and advocacy burdens.
What needs to change:
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Mandatory teacher training in evidence-based reading instruction.
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Replace balanced literacy with structured literacy approaches.
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Introduce early screening, including a phonics check in the early years.
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Ensure effective ILPs with SMART goals and consistent implementation.
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Provide funding for decodable books and independent interventions.
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Improve mental health support and collaboration with families.