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9 a.m. - 8 p.m.
Phone: (843) 805-6930
West Ashley Library
9 a.m. - 7 p.m.
Phone: (843) 766-6635
Folly Beach Library
Closed for renovations
Phone: (843) 588-2001
John L. Dart Library
9 a.m. - 7 p.m.
Phone: (843) 722-7550
St. Paul's/Hollywood Library
9 a.m. - 8 p.m.
Phone: (843) 889-3300
Mt. Pleasant Library
9 a.m. – 8 p.m.
Phone: (843) 849-6161
Dorchester Road Library
9 a.m. - 8 p.m.
Phone: (843) 552-6466
Edgar Allan Poe/Sullivan's Island Library
9 a.m. - 1 p.m.
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John's Island Library
9 a.m. - 8 p.m.
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McClellanville Library
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Edisto Library
2 p.m. - 6 p.m.
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Wando Mount Pleasant Library
9 a.m. - 8 p.m.
Phone: (843) 805-6888
Otranto Road Library
9 a.m. - 8 p.m.
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Hurd/St. Andrews Library
Closed (Toddler Storytime)
Phone: (843) 766-2546
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9 a.m. - 8 p.m.
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9 a.m. - 8 p.m.
Phone: (843) 805-6892
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9 a.m. - 1 p.m.
Phone: (843) 884-9741
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Phone: (843) 744-2489
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Phone: (843) 805-6909
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The Portrayal of Characters with Dyslexia in Children's Picture Books.
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- Author(s): Sotirovska, Vera (AUTHOR); Vaughn, Margaret (AUTHOR)
- Source:
Early Childhood Education Journal. Jun2022, Vol. 50 Issue 5, p731-742. 12p. 1 Chart. - Source:
- Additional Information
- Subject Terms:
- Subject Terms:
- Abstract: 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. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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