Parents'/carers' experiences of their children's dyslexia were explored in a mainstream secondary school in England. Interviews were undertaken with the parents/carers of young people at Hilltop View School, a secondary school in south‐west England. Bourdieusian concepts of field, habitus and practice were powerful in underpinning analysis using Jenkins's (2008) 'levels of interaction' when exploring these experiences. It was found that parents/carers drew on bio‐social conceptualisations when making sense of dyslexia, and this helped them to reframe their children's dyslexia positively. However, they encountered difficulties when engaging in the development of support for their children; the role inhabited by parents versus that of professionals impeded their ability to access the field of education effectively at Hilltop View School. [ABSTRACT FROM AUTHOR]

中文翻译：

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为患有阅读障碍的孩子提供支持：父母/看护者如何与学校为孩子提供的支持

在英格兰的一所主流中学中，探索了父母/照顾者对孩子阅读障碍的经历。在英格兰西南部的一所中学Hilltop View School对年轻人的父母/照顾者进行了采访。在探索这些经验时，布迪厄斯的场，习性和实践概念在使用詹金斯（2008）的“互动水平”进行分析时很有用。研究发现，父母/照护者在理解阅读障碍时会借鉴生物社会概念，这有助于他们积极地重新构造孩子的阅读障碍。但是，他们在发展对子女的支持时遇到困难；父母和专业人士所扮演的角色阻碍了他们有效进入Hilltop View School教育领域的能力。[作者的摘要]