'Do I Have to Spell It Out?' Dyslexia, Lexism, and an Object of Comparison

Autor/in	Collinson, Craig
Titel	'Do I Have to Spell It Out?' Dyslexia, Lexism, and an Object of Comparison
Quelle	In: British Journal of Special Education, 45 (2018) 2, S.124-140 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3383
DOI	10.1111/1467-8578.12213
Schlagwörter	Dyslexia; Comparative Analysis; Literacy; English Curriculum; Teacher Evaluation; Spelling Instruction; Grammar; Punctuation; Educational Attitudes; Educational Discrimination; Attitudes toward Disabilities; Educational Philosophy; Concept Formation + Suchen Sie Ihr Suchwort? Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Alphabetisierung; Schreib- und Lesefähigkeit; Teacher appraisal; Lehrerbeurteilung; Orthographieunterricht; Rechtschreibunterricht; Grammatik; Interpunktion; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Bildungsphilosophie; Erziehungsphilosophie; Concept learning; Begriffsbildung
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01