A School Story, Not a Student Story: The Dyslexic Diagnosis Paradigm in Children’s and Young Adult Literature

Abstract Representations of dyslexia have a history educational and literary scholarship primarily concerned with how dynamic characters learning disabilities are if they positively portrayed. This article uses narrative theory to analyze diagnosis operates on structural level create what I call the dyslexic paradigm. Examining school stories featuring published between 2007 2020, demonstrate this paradigm functions through closure struggle, accommodations, psychological consisting shame, declaration, acceptance within these novels. Variations or polytypes also common corpus which maintain present prototypical narrative. While some disability counternarratives persistence narratives nuance story, ultimately remains prevalent upholds medical model system, promoting flawed status quo rather than asking readers question validity systems enforce them.