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.

摘要

本文根据患有阅读障碍的年轻人在向主流中等教育过渡期间和之后的教育经历，研究了他们的身份建构。这项研究基于对 20 名英国人的采访，他们贡献了自己的经历如何塑造他们的身份的看法。对于患有阅读障碍的年轻人来说，一些最重要的经历和这里讨论的主题是：支持（或缺乏支持）的经历，他们对识字和学术成就以及其他重要因素的看法。符号互动主义被用作进一步理解西方社会学业表现的理论，这对于许多学习者及其家长来说是生活中非常重要的方面。