The Open UniversitySkip to content
 

Dyslexia and Loss of the Learning Dialogue

Alexander-Passe, Neil and Zimmer, Bob (2009). Dyslexia and Loss of the Learning Dialogue. In: ed. Educational Psychology: Cognition and Learning, Individual Differences and Motivation. Hauppauge, New York, USA: Nova Science Publishers, pp. 223–242.

Full text available as:
[img]
Preview
PDF (Version of Record) - Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader
Download (305Kb) | Preview
URL: https://www.novapublishers.com/catalog/product_inf...
Google Scholar: Look up in Google Scholar

Abstract

The Coping Inventory for Stressful Situations (CISS) (Endler & Parker, 1999) identifies three main behaviors in response to stress – trying hard to perform, blaming oneself or others for one’s failure, and avoiding exposure altogether.

It has been shown that, amongst pupils with dyslexia, these three behaviors are associated with different genders (Alexander-Passe, 2004a, 2006, in press) and different levels of self-esteem and depression (Alexander-Passe, 2004a, 2006) – in particular:
• Trying hard to perform – mainly males, gaining academic self-esteem from teacher approval
• Avoiding exposure – mainly females, shielding overall self-esteem
• Blaming – mainly females, losing personal self-esteem and showing depression.

As it happens, these three behaviors are opposites to the three that make up the simplest possible, basic learning dialogue (Zimmer, 2001; Zimmer & Chapman, 2004; Zimmer, 2008):
• Listening receptively rather than blaming, so as to invite thinking
• Showing comprehension rather than just trying hard, so as to invite listening in return, and
• Sharing one’s own thinking rather than avoiding exposure, so as to invite comprehension.

Evidence from the dyslexia literature shows that the three CISS behaviors are common amongst pupils with dyslexia, indicating that dyslexic pupils are often disengaged from the basic learning dialogue.

Item Type: Book Chapter
ISBN: 978-1-60741-687-6; 978-1-60692-276-7
Keywords: Dyslexia; learning; dialogue; educational psychology; cognition; individual differences; motivation
Academic Unit/Department: Institute of Educational Technology
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Related URLs:
Item ID: 34199
Depositing User: Bob Zimmer
Date Deposited: 23 Aug 2012 10:23
Last Modified: 26 Oct 2014 16:06
URI: http://oro.open.ac.uk/id/eprint/34199
Share this page:

Actions (login may be required)

View Item
Report issue / request change

Policies | Disclaimer

© The Open University   + 44 (0)870 333 4340   general-enquiries@open.ac.uk