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What's in a name? Students with dyslexia: their use of metaphor in making sense of their disability
Author(s) -
Burden Robert,
Burdett Julia
Publication year - 2007
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/j.1467-8578.2007.00459.x
Subject(s) - dyslexia , feeling , psychology , learning disability , metaphor , developmental psychology , literacy , reading (process) , construct (python library) , confusion , meaning (existential) , dyscalculia , cognition , cognitive psychology , social psychology , pedagogy , psychotherapist , psychoanalysis , linguistics , philosophy , neuroscience , computer science , programming language
Research and practice involving children and adults with dyslexia has tended to focus on identifying difficulties in developing literacy skills and associated cognitive variables. Comparatively few investigations have focused on affective factors or on finding ways of enabling those with dyslexia to express their own attitudes, thoughts and feelings about these difficulties. As part of an intensive investigation into the self‐concepts of pupils attending a residential special school for boys with dyslexia, Robert Burden, Professor of Applied Educational Psychology at the University of Exeter, together with his research assistant, Julia Burdett, carried out semi‐structured interviews with 50 boys. One element of the interview was a request to each interviewee to construct a mind picture or image of what dyslexia represented to him. The results revealed a number of powerful images illustrating both surmountable and insurmountable barriers to learning, together with feelings of confusion and inadequacy. The conclusion is drawn that metaphors provide a potentially helpful means of exploring the deep‐rooted thoughts and feelings of children and young people diagnosed with dyslexia. The authors conclude by discussing some possible implications of this form of investigation for future research and intervention with those experiencing dyslexia and a wide range of other disabilities.