Children’s literature can be a useful tool to share the experiences of students with disabilities. Given the increased focus on dyslexia legislation in schools across the United States, it is important to examine how characters with reading differences, specifically dyslexia, are portrayed in picture books and the role these artifacts play in equitable pedagogical practices. We conducted a critical content analysis, focusing on characters with dyslexia in picture books and the literacy opportunities, barriers, and consequences. Findings show an imbalance in representation regarding race, ethnicity, and geographic location. While some picture books portray characters with self-advocacy and agency, others perpetuate stereotypical “blueprints” for characters with dyslexia with limited children’s school experiences, classroom interactions, and peer exchanges. We conclude that characters with dyslexia should resemble people from the real world, embodying complexity just as they would outside their storied lives. Findings and implications for practice are discussed.

儿童文学可以成为分享残疾学生经验的有用工具。鉴于美国各地学校越来越重视阅读障碍的立法，因此重要的是要检查图画书中刻画具有阅读差异的人物，特别是阅读障碍的人，以及这些人工制品在公平的教学实践中所起的作用。我们进行了重要的内容分析，重点是图画书中有诵读困难的人物以及识字的机会，障碍和后果。调查结果表明，有关种族，族裔和地理位置的代表不平衡。虽然有些图画书描绘了具有自我倡导和代理能力的角色，但另一些绘本却为那些患有阅读障碍，儿童学习经验有限，课堂互动能力有限的角色保留了刻板印象的“蓝图”。和同行交流。我们得出结论，患有诵读困难的人物应该像现实世界中的人一样，体现复杂性，就像他们在故事生活之外一样。讨论了发现和对实践的启示。