Représentations de la dyslexie dans la littérature jeunesse : analyse d’un corpus francophone

Introduction

Dyslexia is a neurodevelopmental disorder characterized by reading difficulties that still generate teasing from peers in the classroom. Children's literature depicting characters with dyslexia may facilitate the understanding of this disorder, and thus promote the successful inclusion of concerned students in school.

Objective

The present study aims to analyze for the first time the image of dyslexia conveyed by French-language children's literature.

Method

A content analysis in light of the DSM-5 and ICD-11 was performed in 24 French-language books for children aged 3 to 12 years, in which one of the heroes has dyslexia.

Results

French-language children's books accurately describe dyslexia and the disorders and difficulties that may be associated with it. In addition, unlike the message conveyed by English-language books, the student-hero concerned is not held responsible for his or her disorder.

Conclusion

These books help to inform students about the impact of dyslexia on the lives of those affected. Their use could be considered in the framework of awareness-raising program in order to promote the school inclusion of students with dyslexia.