Academic Identity Development: School Experiences and the Dyslexic Learner

Autor/in	Lithari, Eleni
Titel	Academic Identity Development: School Experiences and the Dyslexic Learner
Quelle	In: International Journal of Inclusive Education, 27 (2023) 8, S.851-867 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2021.1879947
Schlagwörter	Self Concept; Learning Experience; Dyslexia; Secondary School Students; Student Adjustment; Student Attitudes; Literacy; Academic Achievement; Difficulty Level; School Phobia; Anxiety; Coping; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Selbstkonzept; Lernerfahrung; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Sekundarschüler; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Schülerverhalten; Alphabetisierung; Schreib- und Lesefähigkeit; Schulleistung; Schwierigkeitsgrad; Schulangst; Angst; Bewältigung; Ausland; Großbritannien
Abstract	This paper examines identity construction for young people with dyslexia, based on their educational experiences during and after their transition to mainstream secondary education. The study is based on interviews with 20 English individuals who contributed their perceptions of how their identity was shaped by their experiences. Some of the most important experiences for dyslexic young people and the main themes discussed here are: experiences of support (or the lack of it), their perceptions around literacy and academic achievement and important others. Symbolic interactionism is used as a theoretical to further understand academic performance in a western society, where this is a highly significant aspect of life for many learners and their parents. In a society where literacy and academic achievement are highly privileged over any other form of achievement, academic identities are 'fractured' a notion explored here, alongside other factors that contribute to that academic identity development process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01