Author： Riddick Barbara
Publisher： Routledge Ltd
ISSN： 1360-0508
Source： Disability & Society, Vol.10, Iss.4, 1995-12, pp. : 457-474
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Abstract
It is argued that a number of myths are held by a range of educationalists about why parents seek to have their children labelled dyslexic. The present study shows many of these myths to be untrue and illustrates how proper dialogue with children and parents can lead to a better understanding of the social and emotional as well as academic consequences of a specific learning disability such as dyslexia.
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