A (Re-) Constructionist Educational Research about Reading/Writing Difficulties

The paper is aimed to (re-)construct the framework of action for teachers in integration classes at the secondary level. The focus on integration classes is set, because of the resources, which are given in Austria. In such classes, there can teach up to three teachers. Therefore, the question arises as to how these human resources are used regarding reading/writing difficulties.

The discourse about reading/writing difficulties is close related to dyslexia. So the theoretical and empirical discourse of it is used as a basis for the presented study. The results of the different research studies are also questioned in the context of the pedagogical discourse of teachers.

The present work assumes that teachers construct their framework for action. Reference can be made to Wortham and Jackson [1], who explain the construction of reading and writing skills. The authors assume differently constructed mechanisms that confirm the assumption that the attribution of the ability to read and write is socially constructed. This work focuses on the explanation and reconstruction of knowledge that teachers have in connection with those difficulties. Furthermore, the author of this work assumes that reading/writing difficulties are socially constructed and therefore the deconstruction and questioning of this construction are in the foreground.

The present work tries to take a different perspective in research by consciously choosing a qualitative design that deals with open research questions in the form of narrative-based interviews. Associated with this procedure is a theory formation from the data material. Methodologically, the work is based on the principles of reconstructive social research (Bohnsack, 2014). After the interviews (n=8) had been carried out, the evaluation was done using the documentary method according to Nohl [2]. The evaluation steps include the formulating interpretation, the reflective interpretation and the formation of types. In connection with the formation of types and the generation of theory in reconstructive procedures, these types can be generalized and will be presented.
In the orientation framework, different options of action in connection with those difficulties are discussed. The study shows that the statements made by the teachers are only partially compatible with current findings of the scientific discourse. In the discussion, these findings are linked to educational policy demands and teacher training.

The design proposed in the context of this work, which on the one hand selects a qualitative approach and on the other hand gives the participants the opportunity to design the data material primarily in the form of narrative-based interviews, paves the way to new or different findings that are useful for the scientific community and can open up new perspectives for research.