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" Beyond four dyslexia paradigms : "
Farruggia-Bochnak, Antonio Giuseppe
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Latin Dissertation
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| Record Number
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1101585
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| Doc. No
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TLets699194
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| Main Entry
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Farruggia-Bochnak, Antonio Giuseppe
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| Title & Author
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Beyond four dyslexia paradigms :\ Farruggia-Bochnak, Antonio Giuseppe
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| College
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University of Birmingham
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| Date
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2017
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| student score
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2017
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| Degree
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Ph.D.
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| Abstract
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This study postulates that there are currently four main dyslexia paradigms. These paradigms are: a) the Positivist-Intrinsic-Dyslexia-Paradigm, which reflects positivist studies on dyslexia that hold the etiological view that dyslexia exists intrinsically to the individual (of constitutional origin), b) the Interpretivist-Intrinsic-Dyslexia-Paradigm, which holds the etiological view that dyslexia exists intrinsically to the individual c) the Positivist-Extrinsic-Dyslexia-Paradigm, which reflects studies on dyslexia that hold the etiological view that dyslexia exists extrinsically to the individual (not of constitutional origin), and, d) the Interpretivist-Extrinsic-Dyslexia-Paradigm, which reflects studies on dyslexia that also hold the etiological view that dyslexia exists extrinsically to the individual. This study moves beyond the four main dyslexia paradigms by combining the I-E-D-Paradigm with elements of Burrell and Morgan's (1979) sociological Radical Humanist Paradigm, thus creating a Radical I-E-D-Paradigm from which to conduct the present study. From the position of a Radical I-E-D-Paradigm this study develops an alternative perspective on dyslexia, i.e., a non-constitutional perspective on dyslexia (N-C-PoD), and, emancipatory intervention aimed at assisting 'dyslexic' students to explore their perceptions of dyslexia. This study explores the influence that the N-C-PoD and emancipatory intervention has on the descriptions of dyslexia, in relation to self-concept, of two 'dyslexic' students studying in tertiary education.
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| Subject
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LB2300 Higher Education
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RC Internal medicine
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| Added Entry
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University of Birmingham
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