This systematic review of the qualitative research on the formal school education of children with dyslexia addresses three main questions: 1) What is known about the educational experiences of children with dyslexia? 2) What is known about the role that parents/guardians play in their child's schooling? 3) What is known about the role of teachers and administrators in supporting children with Dyslexia? Student and parent-focused studies indicate little awareness of and support for dyslexia in schools, and a strong reliance on parental support. Limited understanding of dyslexia, lack of training, and communication issues were identified as key themes in the small number of teacher-focused studies. The analysis points to a majority of studies not having a firm theoretical grounding and the neglect of teachers and school administrator's perspectives as central issues in the reviewed research. Based on these findings, it is argued that to further understandings of the systematic effects of schools' responses to dyslexic students, research should draw more heavily on socio-cultural models of disability.

这篇对阅读障碍儿童正规学校教育定性研究的系统回顾解决了三个主要问题：1）阅读障碍儿童的教育经历有哪些已知信息？2) 关于父母/监护人在孩子的学校教育中扮演的角色，我们知道多少？3) 关于教师和管理人员在支持阅读障碍儿童方面的作用，我们知道多少？以学生和家长为中心的研究表明，学校对阅读障碍的认识和支持很少，并且强烈依赖家长的支持。对阅读障碍的有限理解、缺乏培训和沟通问题被确定为少数以教师为中心的研究的关键主题。分析指出，大多数研究没有坚实的理论基础，以及教师和学校管理者的忽视 的观点作为审查研究的核心问题。基于这些发现，有人认为，为了进一步了解学校对阅读障碍学生的反应的系统性影响，研究应该更多地利用残疾的社会文化模型。