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A View of Dyslexia in Context: Implications for Understanding Differences in Essay Writing Experience Amongst Higher Education Students Identified as Dyslexic
Author(s) -
Carter Christine,
Sellman Edward
Publication year - 2013
Publication title -
dyslexia
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.694
H-Index - 51
eISSN - 1099-0909
pISSN - 1076-9242
DOI - 10.1002/dys.1457
Subject(s) - dyslexia , psychology , coursework , context (archaeology) , metacognition , developmental psychology , pedagogy , mathematics education , linguistics , reading (process) , cognition , paleontology , philosophy , neuroscience , biology
This article applies socio‐cultural theories to explore how differences in essay writing experience are constituted for a group of students identified as dyslexic. It reports on a qualitative study with eleven student writers, seven of whom are formally identified as dyslexic, from the schools of archaeology, history and philosophy in a ‘traditional’ UK university. Semi‐structured interviews before, during and after writing a coursework essay revealed well‐documented dyslexia‐related difficulties and also strong differences in how writing was experienced. The multiple and fluid dimensions that construct these differences suggest the importance of position within the context, previous and developing writing and learning experience, and metacognitive, meta‐affective and metalinguistic awareness. They also suggest tensions between specialist and inclusive policies in relation to writing pedagogy for students identified as dyslexic. Copyright © 2013 John Wiley & Sons, Ltd.