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Dyslexia, the self and higher education : learning life histories of students identified as dyslexic / David Pollak.

By: Material type: TextTextPublisher: Stoke in Trent : Trentham Books, 2005Description: xix, 250 pages ; 25 cmContent type:
  • text
Media type:
  • unmediated
Carrier type:
  • volume
ISBN:
  • 1858563607
  • 9781858563602
Subject(s): DDC classification:
  • 371.90474 22
Contents:
Ch. 1. The concept of dyslexia and the educational response -- Ch. 2. Self-image and identity -- Ch. 3. The self-concept and dyslexia -- Ch. 4. An HE-focused research project -- Ch. 5. Socio-emotional and identity issues in compulsory and higher education -- Ch. 6. Identity issues leading to socio-emotional effects -- Ch. 7. Experience of higher education -- Ch. 8. Discourses of dyslexia -- Ch. 9. Conclusion and recommendations -- App. I. Informants' descriptions of their experiences -- App. II. Brief 'life maps' of each informant -- App. III. Four case studies.
Review: "This book examines the relationship between dyslexia and identity through qualitative research with students at four universities. It offers unique insights into the views of the students themselves about their experience of dyslexia and education. In the candid interviews, by turns moving, blunt and amusing, the students reveal the socio-emotional effects of dyslexia and its effects on their learning. The students display a wide range of ideas on the nature of dyslexia, absorbed from many different sources. But their learning histories show that the self-concepts of all of them were strongly affected by being labelled dyslexic."--BOOK JACKET.
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Includes bibliographical references and index.

Ch. 1. The concept of dyslexia and the educational response -- Ch. 2. Self-image and identity -- Ch. 3. The self-concept and dyslexia -- Ch. 4. An HE-focused research project -- Ch. 5. Socio-emotional and identity issues in compulsory and higher education -- Ch. 6. Identity issues leading to socio-emotional effects -- Ch. 7. Experience of higher education -- Ch. 8. Discourses of dyslexia -- Ch. 9. Conclusion and recommendations -- App. I. Informants' descriptions of their experiences -- App. II. Brief 'life maps' of each informant -- App. III. Four case studies.

"This book examines the relationship between dyslexia and identity through qualitative research with students at four universities. It offers unique insights into the views of the students themselves about their experience of dyslexia and education. In the candid interviews, by turns moving, blunt and amusing, the students reveal the socio-emotional effects of dyslexia and its effects on their learning. The students display a wide range of ideas on the nature of dyslexia, absorbed from many different sources. But their learning histories show that the self-concepts of all of them were strongly affected by being labelled dyslexic."--BOOK JACKET.

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