“What's Unexpected?” Interventionist Explanations of Dyslexia

IF 1.4 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of Literacy Research Pub Date : 2024-09-17 DOI:10.1177/1086296x241269922
Vickie Godfrey
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Abstract

This phenomenological study explored how five participants used their Texas state-approved definition of dyslexia to identify children with dyslexia as different from those with other global reading difficulties. Drawing on theories from disability studies in education and dis/ability critical race theory, I interviewed participants who identified dyslexia in terms of sociocultural differences, beliefs about intelligence, and reading ability. They frequently left unexamined concerns of race and how explanations of dyslexia privileged white, middle-class children over children of color and children in low-income schools. This study contributes to research that critically examines how these definitions of dyslexia segregate students with reading difficulties based on beliefs about intelligence, sociocultural factors, and the lack of conversations about race. Implications suggest that a growing focus on dyslexia may exacerbate inequalities already present in school systems. Stakeholders should critically examine their identification practices of reading difficulties to ensure that all children receive reading support.
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"什么是意外?阅读障碍的干预解释
本现象学研究探讨了五位参与者如何利用德克萨斯州批准的 "阅读障碍 "定义,将有阅读障碍的儿童与有其他全面阅读困难的儿童区分开来。借鉴残疾教育研究和残疾/残疾批判种族理论,我采访了从社会文化差异、智力信念和阅读能力等方面识别阅读障碍的参与者。他们经常忽略对种族问题的关注,以及对阅读障碍的解释如何使白人、中产阶级儿童比有色人种儿童和低收入学校儿童享有特权。这项研究有助于批判性地审视这些关于阅读障碍的定义是如何基于对智力的看法、社会文化因素以及缺乏对种族问题的讨论来隔离有阅读障碍的学生的。研究结果表明,对阅读障碍的日益关注可能会加剧学校系统中已经存在的不平等现象。利益相关者应严格审查他们识别阅读困难的做法,以确保所有儿童都能得到阅读支持。
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来源期刊
CiteScore
4.30
自引率
7.70%
发文量
19
期刊介绍: The Journal of Literacy Research (JLR) is a peer-reviewed journal contributes to the advancement research related to literacy and literacy education. Current focuses include, but are not limited to: -Literacies from preschool to adulthood -Evolving and expanding definitions of ‘literacy’ -Innovative applications of theory, pedagogy and instruction -Methodological developments in literacy and language research
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