The social dimensions of integrated reading and writing instruction for adolescents with dyslexia: A case study
Madigan, Timothy P
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The purpose of this dissertation was to investigate the nature of integrated reading and writing instruction in the context of twelfth grade English classes at a school for adolescent boys with dyslexia. This study explored two neglected aspects of dyslexia: the integration of reading and writing and social contexts. Dyslexia is even defined as a neurologically-based learning disability characterized by a deficit in phonological processing (IDA, 2002) among other language-based difficulties. Until very recently, writing was not considered in the field of dyslexia research. Likewise, the social dimensions of dyslexia are the subject of only one significant study (McNulty, 2003), and no studies refer specifically to the social contexts of writing instruction for dyslexic students or to professional development for their teachers. The data indicated that the social interactions within the context of the classroom studied were dominated by the teacher as were the reading and writing activities. The result seemed to be instructional practices that did not meet the needs of the students in that they were unable to develop beyond their present levels of literacy; likewise, they were not empowered to believe they could ever improve their reading and writing abilities.