Abstract

In this exploratory literature review, we examine approaches to literacy instruction that include traditional approaches in dyslexia instruction, as well as posthumanist, affective theorizations around reading instruction for racially, culturally, and linguistically diverse learners with educational disabilities in the United States. In doing so, we disrupt notions of reading success that rely on students’ compliance, attention, and ability and instead also focus on affective considerations in effectively supporting racially and culturally diverse dyslexic learners through tailored educational strategies. We hope to answer the question: in what ways can an effective, literacy instruction framework critique and strengthen traditional instructional approaches for dyslexic learners and diverse learners with disabilities?

Authors: Carlie Malott, Nickie Coomer

Published in: Ireland International Conference on Education (IICE-2024)

  • Date of Conference: 28-30 October, 2024
  • DOI: 10.20533/IICE.2024.10.0014
  • ISBN: 978-1-913572-73-0
  • Conference Location: Dún Laoghaire, Ireland

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