IRs are recognizable routines of arguments, descriptions, and evaluations found in people's talk that form relatively consistent language units. They highlight inconsistencies within different routines shared by groups and accumulate to form collective commonsense. IRs can be opposing or ideologically grounded, revealing cultural resources available for making sense of issues. They show how speakers draw on shared cultural knowledge to construct accounts.

Interpretive Repertoires

CDP analyzes how psychological constructs emerge through language use. The approach examines power within interactions and wider social contexts. Interpretative Repertoires reveal familiar language patterns creating shared assumptions. Analysis connects micro-level discourse to macro-level social realities.

State University of New York at Binghamton

Language patterns actively construct dyslexia as temporal and individual, not just describing pre-existing reality
- Time as Central Experience
- Individual Isolation Pattern
- Critical Discursive Disability Methods

Discourse-Reality Construction of Dyslexia

Lester, J. N. (Ed.). (2021). Discursive Psychology and Disability. Palgrave Studies in Discursive Psychology. Springer Nature Switzerland AG.

Reference For: Discursive Psychology and Disability

Participants frame dyslexia as uniquely personal ("It's Just Me"). Uncertainty exists about which difficulties stem from dyslexia versus ADHD, LD, or individual differences. Even with dyslexic family members, students emphasize variations and a "spectrum" of manifestations. This positions the experience as isolating rather than communal.

Individual Isolation Pattern

Students construct dyslexia primarily through temporal demands. Reading "three or four times" to absorb information creates an invisible barrier. Speed requirements make the invisible disability visible to peers and faculty. Time pressure distinguishes dyslexic students from "normal" students in higher education contexts.

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