Notice bibliographique
Résumé
A History was published in 2022 -the same year in which the Ontario Human Rights Commission (OHRC) released its Right to Read report, which aims to secure "an equal opportunity to learn to read" (2) by launching an inquiry "focused on word-level reading" and "phonics programs" (5) and by recommending that "the Ministry of Education, faculties of education and school boards explicitly recognize the term 'dyslexia'" (9). 8The timing of the two publications is an interesting coincidence.The report insists on a "science of reading" (3) and also recommends that "dyslexia" be regarded as "well researched and understood," (8), "the most common learning disability" (9) and the most prevalent special education exceptionality" (9).In contrast, Dyslexia: A History's "central ambition" is to "prevent mistakes of the past from being repeated" by offering an "understanding of the different sides of dyslexia's fascinating story" (x) and historically situating the agents behind dyslexia's complex conceptual development.This historical account appears, then, just as school boards across Ontario have been tasked with implementing the OHRC's report's 157 recommendations including twice-yearly mandatory screening of young students for signs of dyslexia which treats dyslexia an individual problem.At a time where a more singular version of reading and problems with reading are being institutionalized as a scientific fact, "well researched and understood," Dyslexia: A History serves as a necessary and timely reminder of other possible interpretations of reading, readers, and problems.Its authors, Philip Kirby and Margaret Jean Snowling offer a contrasting interpretation to the singular view of the government report since they show how people are not disabled "by their own personal difficulties with reading or writing, but by the almost universal requirement in high-income countries for certain levels of literacy to obtain educational and career success" (8).This book details a (mostly) UK-based history of the medical, psychological, and educational factors that have constituted the meaning of dyslexia.The authors make clear how dyslexia is a condition tied to the assumptions upon which the structures of mass education and mass literacy are based.When read alongside current reports on reading that regard dyslexia as unequivocal fact, well researched and understood, Kirby and Snowling's Dyslexia: A History serves as a necessary counter-narrative expanding our collective relations both to literacy and to those who have problems with reading.This understanding includes a focus on the many professional people involved in identifying and treating problem readers as this plays out in the lives of children at a time when countries base governance and professional participation on literacy.Regarding dyslexia as a history still in the making, Kirby and Snowling's book
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».