ABSTRACT There is a growing body of work describing the psychosocial impact of reading difficulties. Educators play a key role in teaching children to read; therefore, it is important to consider how they view the impact of reading difficulties on young people. Given this, the aim of this research was to explore the lived experiences of educators who work with young people with reading difficulties. A qualitative phenomenological approach was adopted to develop an understanding of educators’ perspectives of the impact of reading difficulties. Twenty educators were interviewed, and transcripts analysed thematically. The themes identified contributed to a compelling narrative regarding how educators perceived young people’s response to a diagnosis of dyslexia, and a number of contextual factors that appeared to shape mental-health outcomes of young people with reading difficulties. In particular, educators’ perceptions of young people’s response to diagnosis appear to reflect a broader narrative of “difference” and “shame”.

中文翻译：

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教育者对阅读困难对青少年影响的看法

摘要 越来越多的工作描述了阅读困难对社会心理的影响。教育工作者在教孩子阅读方面发挥着关键作用；因此，重要的是要考虑他们如何看待阅读困难对年轻人的影响。鉴于此，本研究的目的是探索与阅读困难的年轻人一起工作的教育工作者的生活经历。采用定性现象学方法来了解教育者对阅读困难影响的观点。采访了 20 位教育工作者，并对成绩单进行了专题分析。确定的主题有助于就教育工作者如何看待年轻人对阅读障碍诊断的反应进行引人入胜的叙述，以及一些似乎影响阅读困难年轻人心理健康结果的背景因素。特别是，教育工作者对年轻人对诊断反应的看法似乎反映了更广泛的“差异”和“羞耻”叙述。