Students use hedges ("just," "only," "a little bit," "maybe") to downplay difficulties. This linguistic pattern normalizes difference within higher education settings. Minimization reflects ambivalence about the dyslexia label. The strategy navigates between claiming accommodation needs and avoiding stigma.

State University of New York at Binghamton

Time demands make invisible disability visible, triggering minimization strategies to maintain normalcy appearance
- Time as Central Experience
- Minimization Strategies

Dyslexia: Temporal-Visibility Nexus

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

Reference For: Discursive Psychology and Disability

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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