**5. Conclusion**

The study produced novel findings on the importance of identifying dyslexia at an early age. The survey among young adults revealed that anxiety-related symptoms were more often experienced by those who had been diagnosed with dyslexia after the age of 10 than those who had been diagnosed under the age of 10 or did not have a dyslexia diagnosis. Interestingly, there was no difference in anxiety between those diagnosed with dyslexia before the age of 10 and those who were not dyslexic. Thus, it seems crucial for the well-being of young people to detect dyslexia early, so that it is possible to provide adequate support. Our findings are in line with the results of an Australian study which found that teachers approached children differently when learning difficulties were explicitly identified [24].

The qualitative interviews gave a more in-depth understanding of how and why dyslexic children start to develop anxiety. For the interviewees, anxiety was mainly related to academic performance and especially to reading, and to how the school dealt with their learning difficulties. The severity of the anxiety varied from one individual to the other, but the interviewees shared the feeling of shame associated with their learning difficulties, and those who had been in special education felt that when removed from the class, they deviated from the norm. The way the school made them different shows that in many ways the Icelandic schools still treat reading difficulties as an individual problem, which is not in line with the social model of disability and inclusive education.

The study also found that the educational attainment of dyslexic young people is in many respects different from that of those who have not been diagnosed with dyslexia. The former group is less likely to be in school and has a lower level of education than the latter group. The study thus highlights the importance of removing barriers in the educational environment of children with reading difficulties, in order to prevent school drop-out. One type of barrier is the emphasis on reading out loud and the ability to read fast. From the interviews, it can be concluded that the emphasis placed on reading promotes manifestations of anxiety in a group of children and young people in Iceland which can negatively influence their educational path. To conclude, in order to comply with the Act on Elementary schools no. 91/2008 and provide equal access for children to education, there is a need for re-evaluating the Icelandic school system and finding flexible and innovative ways to provide quality education for all students, regardless of their reading abilities.

*The Interplay between Dyslexia, Anxiety, and Educational Attainment among Young Adults… DOI: http://dx.doi.org/10.5772/intechopen.113750*
