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In 1995's Enforcing Normalcy: Disability, Deafness and the Body, Lennard Davis famously defined disability as a "disruption in the visual field."1 Over the course of the following decade, this theorization of disability as a "specular moment" would come to greatly impact the emergent field of disability studies.2 By emphasizing the disabled body's potential for erasure, whether in scholarship or society at large, Davis's work both opened new avenues of academic inquiry and readied a political agenda in which disability was figured as a transformative category of political identity. 3 However, as the papers presented during the Thinking Gender conference panel, "Illness, Deformity, and Shock: Re-Reading Disability," suggested, structures of visibility and invisibility are but one of many ways of constructing disabledness. While the alliance between disability and issues of visibility has long given the field political traction, the set of papers which emerged from the panel indicated that many of disability studies' core tenets require a fresh reexamination. As moderator Professor Helen Deutsch, Department of English, UCLA, noted, the aim of the panel was therefore to unsettle rather than cement the foundations of what has historically been a highly innovative and deeply interdisciplinary field. As such, the panel's participants employed a broad range of analyses to engage in acts of communal re-reading.

AbstractDifferences in learning patterns of vocabulary acquisition in children at risk (+SRD) and not at risk (−SRD) for Specific Reading Disability (SRD) were examined using a microdevelopmental paradigm applied to the multi‐trial Foreign Language Learning Task (FLLT; Baddeley et al., 1995). The FLLT was administered to 905 children from rural Chitonga‐speaking Zambia. A multi‐group Latent Growth Curve Model (LGCM) was implemented to study interindividual differences in intraindividual change across trials. Results showed that the +SRD group recalled fewer words correctly in the first trial, learned at a slower rate during the subsequent trials, and demonstrated a more linear learning pattern compared to the −SRD group. This study illustrates the promise of LGCM applied to multi‐trial learning tasks, by isolating three components of the learning process (initial recall, rate of learning, and functional pattern of learning). Implications of this microdevelopmental approach to SRD research in low‐to‐middle income countries are discussed.

In order to shed personalized light upon some of the confusions surrounding dyslexia, this study draws upon critical disability studies to share the stories of mothers of children with dyslexia. This feminist autoethnography shares the voice of the researcher alongside interviews with 5 participants, all mothers of children with dyslexia, who were in their 40s, and ethnically and socioeconomically diverse. Using interpretative phenomenological analysis, results illustrated that the children inhabited an "in-betweenness" in their disability, in the ways dyslexia was less visual and therefore misunderstood. Likewise, the children presented a great deal of resistance in their learning, which was later understood as a way of protecting themselves. Parents faced several emotional and financial battles. Educational implications include suggestions for negotiating the "in-betweenness" of reading disability, as well as strategies for navigating resistance in learning. This study emphasizes the need for more participatory research that involves students with dyslexia, and their parents.

Intro -- Intoduction -- Why Did We Write This Book? -- Ellen's Reasons -- Chapter 1: The Roots of RISE and RISE Up -- And Then Came RISE Up -- RISE and RISE Up Are Spreading -- Chapter 2: What Is RISE? -- The RISE Stations -- Station 2: Phonics and Word Study -- Station 3: Reread Yesterday's Book -- Station 4: Guided Writing -- Team Meetings and Lesson Planning -- Monitoring Progress -- Chapter 3: RISE in Action -- Locate a Space -- Train the Instructors -- Assess the Students -- Implementing RISE -- The First Day of RISE: Work on Procedures -- The Next Six to Eight Weeks -- After the Intervention -- Meeting Implementation Challenges -- 60-Minute, Three-Station Model -- Single-Teacher, 40-Minute Model -- Chapter 4: What Is RISE Up? -- Strategies -- Lesson Framework -- Choosing Strategies and Modules -- The RISE Up Stations -- Station 2: Reread Yesterday's Text for Deeper Comprehension -- Station 3: Reread Yesterday's Text for Deeper Comprehension or Do Guided Writing -- Team Meetings and Lesson Planning -- Monitoring Progress -- Chapter 5: RISE Up in Action -- Locate a Space -- Train the Instructors -- Assess the Students -- Implementing RISE Up -- The First Day of RISE Up: Work on Procedures -- Adapting RISE Up for the Classroom -- Reread the Text for Deeper Comprehension -- Single-Teacher, 40-Minute Model -- Chapter 6: Family Engagement: RISE With Literacy -- "RISE With Literacy" Nights -- Preparing for the Event -- Closing Thoughts -- References -- Appendices -- Index