Cross-Case Analysis and Refl ections
The most signifi cant results of this international study are found in the interpretive analyses of the individual cases that are provided in this volume. The voices of these children and their mothers clearly articulated their challenges, accomplishments, and concerns. The most indelible impression that has emerged from these conversations with the children is one of remarkable perseverance and resilience. While it is true that they sometimes spoke of sadness, frustration and disappointments related to their dyslexia, there was no culture of self-pity or despair. More often, the children expressed positive feelings and a genuine desire to move ahead. As one child said in regard to his three wishes, “I’m not making a wish to read better because I have to read okay by myself, not wishing for it.” Likewise, the mothers were resolutely positive in their approach. They may have regretted the lack of school and teacher support and misperceptions of their children’s reading problems, but they viewed their children as more capable than disadvantaged. In general, they were philosophical about the failings of the educational system, preferring not to waste time and energy complaining, but rather focusing attention on what was often incremental progress in their children’s reading.