The internet is a common source of information for parents, educators, and the general public. However, researchers who analyze the quality of internet sources have found they often contain inaccurate and misleading information. Here, we present an analysis of dyslexia on the internet. Employing disability studies in education (DSE), disability critical race studies (DisCrit), and Bakhtin’s construct of ideological becoming, we examined the credibility of sources, the quality of information, and the discourse in which the information is presented. We found the majority of webpages do not meet basic source credibility criteria, much of the content contradicts or is unsupported by research, and most pages convey information in an authoritative discourse, making it seem irreproachable. Building on the findings, we offer criteria for evaluating dyslexia information and suggestions for research and practice. We focus on the need for less divisive, more collaborative dialogue, along with research among stakeholders with multiple perspectives.

互联网是父母，教育者和普通大众的通用信息来源。但是，分析互联网资源质量的研究人员发现，它们通常包含不准确且具有误导性的信息。在这里，我们提出对网络阅读障碍的分析。我们运用教育中的残疾研究（DSE），残疾关键种族研究（DisCrit）和巴赫金的意识形态建构，我们研究了来源的可信度，信息的质量以及提供信息的方式。我们发现大多数网页不符合基本的来源可信性标准，许多内容与研究相抵触或不受研究支持，并且大多数页面以权威性的方式传达信息，这似乎无可辩驳。基于发现，我们提供评估阅读障碍信息的标准以及研究和实践建议。我们关注的是减少分歧，更多协作的对话，以及利益相关者之间具有多种观点的研究。