Exploring the relationship between dyslexia and second-language reading proficiency: An empirical study on undergraduate students

Dyslexia is a neurodevelopmental disorder characterized by difficulties in accurate and fluent word recognition, affecting reading and language acquisition. While much research has explored dyslexia in native language contexts, its impact on second language (L2) reading proficiency among university students remains underexamined, especially in multilingual settings like Bangladesh. This study aims to investigate how dyslexia affects English reading skills, particularly decoding, fluency, comprehension, and confidence, among undergraduate students at the university level in Bangladesh. Employing a mixed-methods approach, data were collected from 120 undergraduate students through standardized reading assessments and structured surveys. Additionally, 20 students diagnosed with dyslexia participated in semi-structured interviews to provide deeper qualitative insights into their lived experiences. Quantitative results indicated that dyslexic students performed significantly lower in English reading comprehension and exhibited slower reading fluency compared to their non-dyslexic peers (p < 0.01). Qualitative findings revealed that students faced difficulties decoding advanced vocabulary, experienced exam-related anxiety, and reported fluctuating confidence. Interviews also pointed to a lack of specialized support and assistive tools. These challenges span cognitive, emotional, and educational domains. The study underscores the need for early screening, inclusive teaching, and targeted interventions like structured literacy and audio-assisted tools to better support dyslexic learners and enhance English reading outcomes in multilingual contexts like Bangladesh.