Skip to main content

Cathryn Knight

Research student, School of Social Sciences

Welsh speaking

I am an ESRC-funded Education Studies PhD candidate in the School of Social Sciences. My PhD thesis explores dyslexia, looking specifically at what contributes to being diagnosed with dyslexia, how the label impacts academic self-concept, and what teachers understand about dyslexia. My work combines aspects of Education and Social Psychology.

Research interests:

  • Dyslexia
  • Special Educational Needs
  • Labeling
  • Social Psychology
  • Quantitative Research Methods

Publications

Knight, C. (2017) Use of marginal effects in presenting the results of logistic regression analysis of survey data. Welsh Government. Available here. 

Knight, C. (2017) Who is most likely to have a strong sense of community? Welsh Government. Available here. 

Knight, C. (2017) Which households are most likely to be in material deprivation? Welsh Government. Available here. 

Knight, C. (2017) Who is most likely to be satisfied with their job? Welsh Government. Available here. 

Knight, C. (2017) Who is most likely to feel able to influence decisions affecting their local area? Welsh Government. Available here. 

Knight, C. (2017) Who is most likely to feel safe in their local area? Welsh Government. Available here. 

Knight, C. (2017) Who is more likely to ‘speak Welsh’ and ‘speak Welsh daily and more than just a few words’? Welsh Government. Available here. 

Presentations

Invited talks

Key Predictors for Future Generations Indicators. Presentation to the Welsh Government Poverty Team, 28th March, 2017.

Well-being inequalities – implications for policies and plans. National Intelligence Event, Data Unit Wales, Cardiff City Stadium, 2nd March, 2017.

Peer-reviewed Conference Presentations

Educating Educators: Dyslexia. University College of Education Teachers (UCET) Annual Conference, Stratford Upon Avon, 7th–8th November, 2017.

The understanding of dyslexia amongst teachers in England and Wales. British Educational Research Association (BERA) International Conference, University of Sussex, 4th – 7th September, 2017.

How do teachers understand dyslexia? Breaking Boundaries Conference, Cardiff University, 27st April. Awarded 1st prize.

How do teachers understand dyslexia? WISERD Annual Conference, Swansea University, 13th- 14th July, 2016.

Peer-reviewed Conference Posters

Using Quantitative Methods to Investigate Teachers’ and University Students’ Understanding of Dyslexia. WISERD Annual Conference, Swansea University, 13th- 14th July, 2016.

Using Quantitative Methods to Investigate Teachers’ and University Students’ Understanding of Dyslexia. British Dyslexia Association International Conference, The King’s Centre, Oxford, 10th-12th March, 2016.

Educating Educators: Dyslexia. Breaking Boundaries Conference, Cardiff University, 21st April, 2016 (Awarded 1st prize).

Using Factor Analysis to Explore Teachers and University Students Understanding of Dyslexia. Post-graduate Q-Step Conference, Cardiff University. 19th October, 2015. (Awarded 2nd prize).

 

Research interests

The title of my PhD thesis is ‘Dyslexia: its identification and its consequences’ and is due for submission in September 2018. In this thesis I use data from the Millennium Cohort Study to explore the contributing factors of being diagnosed with dyslexia, and the effect of dyslexia on academic self-concept. In addition, I have collected primary survey data from 2,500 teachers which has been used to examine their knowledge of dyslexia and their teacher training experiences.

Teaching

Moudules Taught on:

Introducation to Social and Developmental Psycholgy (1st Year)

Education and Society (1st Year)

Biological and Cognitive Psychology (2nd Year)

Human Developmental (2nd Year) 

Quantitative Research Methods (MSc)

Thesis

Dyslexia: Its Identification and Its Consequences

My research aims to explore the ‘dyslexia’ label by looking at what teachers understand about dyslexia, what demographic factors result in an individual getting a diagnosis of dyslexia, and how diagnosis effects a child’s academic self-concept.


This research uses data from the Millennium Cohort Study to explore the contributing factors of being diagnosed with dyslexia, and the effect of dyslexia on academic self-concept. In addition, I have collected primary survey data from 2,500 teachers which has been used to examine their knowledge of dyslexia and their teacher training experiences.

Funding source

ESRC (1+3)