Abstract：
Through a reflexive thematic analysis of a large online support group for dyslexia and a sensemaking lens, this study investigated how mothers made sense of their child\'s dyslexia through metaphors. Mothers used metaphors to characterise their feelings surrounding dyslexia, their school-based interactions and their identity as advocates. The language mothers use offers a generative, textured way to understand the lived experiences of supporting a child with learning differences. Whilst mothers articulated much frustration and anger, they also voiced encouragement, advice-giving, empathy and hope, illustrating how their sense of agency was both threatened and empowered by the experience of having a child with dyslexia. There is much mothers must process, understand and navigate surrounding their child\'s dyslexia and the findings underscore the need for early school-based screening, support and intervention.
摘要：
通过对一个大型的阅读障碍在线支持小组和一个感官镜头的反身主题分析，这项研究调查了母亲如何通过隐喻来理解孩子的阅读障碍。母亲们用隐喻来描述他们对阅读障碍的感受，他们以学校为基础的互动和他们作为倡导者的身份。母亲使用的语言提供了生成性，有纹理的方式来理解支持孩子学习差异的生活经历。虽然母亲表达了很多沮丧和愤怒，他们还表示鼓励，给予建议，同情和希望，说明了他们的代理意识是如何受到威胁和授权的有一个孩子与阅读障碍的经验。有很多母亲必须处理，了解和导航周围的孩子的阅读障碍和研究结果强调了早期学校筛查的必要性，支持和干预。
