Abstract

Despite recent advances in understanding dyslexia as a neurological condition, a number of academics in both the United Kingdom and United States have dismissed the validity of this impairment. The key thinking behind this approach is twofold. Firstly, individuals labelled as having dyslexia cannot be separated from individuals with general reading difficulties. Secondly, educational ‘treatment’ of dyslexia is consistent with educational support for children labelled as having general reading difficulties. Rather than expand on a psycho-cognitive approach, this article endeavours to reflect on individual subjectivities. This is to analyse the social aspects of dyslexia and its symptoms. By discussing the life stories of people diagnosed with dyslexia, the article confronts certain stereotypes associated with this syndrome. In doing so, the study concludes by developing a meaningful response to the label of learning difficulties.