University of Nottingham, Nottingham, UK.
Dyslexia. 2013 Aug;19(3):149-64. doi: 10.1002/dys.1457. Epub 2013 Jun 19.
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.
本文运用社会文化理论探讨了一组被认定为阅读障碍的学生在写作经验方面的差异是如何构成的。它报告了一项对 11 名学生作家的定性研究，其中 7 名被正式认定为阅读障碍者，来自英国一所“传统”大学的考古学、历史学和哲学学院。在写作课程论文之前、期间和之后进行的半结构化访谈揭示了与阅读障碍相关的众所周知的困难，以及写作体验方面的强烈差异。构成这些差异的多重和流动维度表明了在背景、先前和正在发展的写作和学习经验以及元认知、元情感和元语言意识中的位置的重要性。它们还表明了在针对被认定为阅读障碍的学生的写作教学方面，专业政策和包容性政策之间存在紧张关系。
