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‘Do I have to spell it out?’ Dyslexia, Lexism, and an object of comparison
Author(s) -
Collinson Craig
Publication year - 2018
Publication title -
british journal of special education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.349
H-Index - 38
eISSN - 1467-8578
pISSN - 0952-3383
DOI - 10.1111/1467-8578.12213
Subject(s) - spelling , spell , punctuation , literacy , grammar , dyslexia , object (grammar) , psychology , interim , linguistics , key (lock) , agency (philosophy) , mathematics education , cognitive psychology , pedagogy , reading (process) , computer science , sociology , social science , philosophy , computer security , archaeology , anthropology , history
In this article I mount an attack on the problematic conceptions of literacy that lie behind the Standards and Testing Agency's 2015 Interim Teacher Assessment Frameworks at the End of Key Stage 2 and the Key Stage 2 English Grammar, Punctuation and Spelling Tests . I employ an object of comparison (a philosophical method), for attitudes towards literacy and dyslexics. I challenge current conceptions of the Othering of, and discrimination against, dyslexics. I argue for the concept of ‘Lexism’ as an alternative explanatory account for the existence of dyslexics.