A View of Dyslexia in Context: Implications for Understanding Differences in Essay Writing Experience Amongst Higher Education Students Identified as Dyslexic

摘要: This article applies socio-cultural theories to explore how differences in essay writing experience are constituted for a group of students identified as dyslexic. It reports on qualitative study with eleven student writers, seven whom formally dyslexic, from the schools archaeology, history and philosophy ‘traditional’ UK university. Semi-structured interviews before, during after coursework revealed well-documented dyslexia-related difficulties also strong was experienced. The multiple fluid dimensions that construct these suggest importance position within context, previous developing learning experience, metacognitive, meta-affective metalinguistic awareness. They tensions between specialist inclusive policies relation pedagogy Copyright © 2013 John Wiley & Sons, Ltd.