Dyslexia has been conceptualised over three decades as a reading disorder, but how does dyslexia affect academic writing development? Research in writing has shown that reading and writing are bootstrapped in their development, and that, as students progress to academic writing, reading and writing are more and more integrated in the various subtasks of academic writing.

My results showed that because dyslexia is conceptualised differently by different stakeholders, in different contexts, that has an impact on dyslexic students' access to quality academic writing instruction that is appropriate to their needs. Whilst the Academic Literacies group have represented the kinds of conflicts and tensions inherent in universities, around which students create/recreate their identities, dyslexic students and other disability groups are faced with a set of 'otherness' challenges. These challenges take the form of doubts (perceptions of others- lecturers, students, staff) about whether or not they are entitled to reasonable adjustments, and whether such adjustments challenge notions of their (or their university) achieving academic excellence by being included as students.