Abstract
Incorporating books that facilitate inclusive understandings of dyslexia can be a challenging yet important pedagogical approach to promoting equitable practices. As realistically portrayed characters and stories provide a way for students to see not only themselves but also others, and enter different worlds, the need for multiple representations of children with dyslexia is necessary when working to create equity-oriented classrooms. First, we discuss strategies on how to select and use books with diverse representations of individuals with dyslexia. Next, we provide book selection criteria to guide teachers in curating their own classroom libraries with similar texts. Finally, we include activities and a list of books that teachers can incorporate into their classrooms to facilitate strength-based discussions about dyslexia.
Recommended Citation
Sotirovska, Vera and Vaughn, Margaret
(2024)
"Incorporating Books as Strength-Based Examples of Characters with Dyslexia,"
The Language and Literacy Spectrum: Vol. 34:
Iss.
1, Article 2.
Available at:
https://digitalcommons.buffalostate.edu/lls/vol34/iss1/2
Included in
Accessibility Commons, Educational Methods Commons, Elementary Education and Teaching Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Language and Literacy Education Commons, Special Education and Teaching Commons