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• W1890987723 abstract "This study examined children’s and adolescent trade books portraying school-age characters with dyslexia. All of the books are contemporary realistic fiction, geared to elementary and adolescent readers, and published in the United States between 1993 and 2003. After an extensive search, seventy-two books were located. An analysis of the characters’ strengths and difficulties is discussed. Also behavioral characteristics and self-esteem struggles are noted. Furthermore, the article addresses the issue of grade retention and the history of characters’ family members with dyslexia. Behavioral Issues • 81 Behavioral Issues, Self-Esteem Struggles, Retention, and More: The Portrayal of Book Characters with Dyslexia Jennifer L. Altieri, School of Education The Citadel Abstract This study examined children’s and adolescent trade books portraying school-age characters with dyslexia. All of the books are contemporary realistic fiction, geared to elementary and adolescent readers, and published in the United States between 1993 and 2003. After an extensive search, seventy-two books were located. An analysis of the characters’ strengths and difficulties is discussed. Also behavioral characteristics and self-esteem struggles are noted. Furthermore, the article addresses the issue of grade retention and the history of characters’ family members with dyslexia.This study examined children’s and adolescent trade books portraying school-age characters with dyslexia. All of the books are contemporary realistic fiction, geared to elementary and adolescent readers, and published in the United States between 1993 and 2003. After an extensive search, seventy-two books were located. An analysis of the characters’ strengths and difficulties is discussed. Also behavioral characteristics and self-esteem struggles are noted. Furthermore, the article addresses the issue of grade retention and the history of characters’ family members with dyslexia. The power of literature has been a topic of discussion with educators at conferences and in professional publications for years. In fact, it has been suggested by numerous researchers that using children’s literature containing characters with disabilities can influence attitudes and feelings toward disabilities (Andrews, 1998; Favazza & Odom, 1997; Radencich, 1986). Also literature can be used as bibliotherapy material to help children and adolescents work through issues with which they may be struggling (Sridhar & Vaughn, 2000). In one study, Monson and Shurtleff (1979) found that children had positive attitudinal change toward dis82 • Reading Horizons • V48.1 • 2007 abilities if they either read literature portraying the disability or had the literature read to them by others. These studies have also lead to many practitioner-oriented pieces encouraging the use of children’s and adolescent literature to help people better understand disabilities (e.g., Andrews, 1998; Blaska & Lynch, 1998; Hopkins, 1980). Since many theorists and researchers in the field of literacy are encouraging the use of literature to influence attitudes, impact values, and develop a better understanding of others, it is imperative that there be an awareness of how characters are being portrayed in the texts. Fictional stories, which take place in the world as we know it, are referred to as contemporary realistic fiction (Norton & Norton, 2002). Everything that happens in contemporary realistic fiction could happen in the world today. There are no elements of fantasy in these stories, and the stories do not take place in a historical time period. Therefore, in this genre, children often read about real issues they may experience and situations they may encounter. According to Hancock (2004), contemporary realistic fiction is especially valuable because it allows readers to “gain insights into challenging situations they are facing or may face” (p. 130). It seems only natural that if children and adolescents are reading these contemporary realistic fiction books, then studies would be conducted to examine the texts to determine exactly what is presented. Past research has done just that. In fact, analyzing characters who struggle with educational issues in books targeting children and adolescents is not new. A number of studies have examined the portrayal of characters with disabilities in general (Ayala, 1999), while others have looked at the portrayal of those with mental retardation (Prater, 1999), dealing with autism (Dyches, Cramer & Prater, 2001), and struggling with learning disabilities (Dyches & Prater, 2005). However, it is almost impossible to locate research which specifically examines the portrayal of characters with dyslexia. One recent study did examine book characters who were dealing with dyslexia. This quantitative study (Altieri, 2006) examined the issues facing characters with dyslexia and the gender of the character in order to determine if there was a statistically significant relationship between the gender of the character and the type of issues encountered. The extremely limited amount of research may be due to the fact that dyslexia is a very controversial subject in the educational community. While debates surrounding the topic of dyslexia continue within literacy studies, there is one aspect on which most people agree. Dyslexia impacts language processing, but it is not due to low intelligence, lack of motivation, poor Behavioral Issues • 83 instruction, vision or hearing problems, cultural disadvantages, or other extrinsic factors (Richards, 1999). This difficulty in developing expected literacy skills such as language processing has other ramifications on children impacted by dyslexia. Research has shown that children experiencing dyslexia often are self-conscious and feel something is wrong with them (McNulty, 2003). Children with dyslexia also have a great deal of self-doubt. Researchers have often stated that this is a result of school experiences (Riddick, 1995; Rubin, 2002). We cannot afford to have stereotypical literature, or literature inaccurately portraying characters with dyslexia, add to the problems experienced in school by children with dyslexia. Knowing this, it is important to closely examine the characters with dyslexia portrayed in literature. This study will specifically examine school-age characters with dyslexia so that we can better understand how these books portray the characters. We will look at the characters’ strengths and difficulties mentioned in the texts as well as behavioral characteristics and self-esteem struggles will be noted. Furthermore, the article addresses the issue of grade retention and the characters’ family members with dyslexia." @default.
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• W1890987723 title "Behavioral Issues, Self-Esteem Struggles, Retention, and More: The Portrayal of Book Characters with Dyslexia." @default.
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