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Reed DK, Zhang H. Technical adequacy of measuring teachers' knowledge of dyslexia. DYSLEXIA (CHICHESTER, ENGLAND) 2024; 30:e1765. [PMID: 38497366 DOI: 10.1002/dys.1765] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/07/2023] [Revised: 02/27/2024] [Accepted: 03/05/2024] [Indexed: 03/19/2024]
Abstract
Given the rapid growth in educational policies targeting educators' knowledge of dyslexia, this study explored the technical adequacy of a common instrument for measuring that knowledge. The responses of 1141 preservice teachers were scored in three ways: polytomously with the original 4-point Likert scale, dichotomously as true-false, and dichotomously as though the options were multiple choice. An exploratory factor analysis suggested at least one-third of the items needed to be removed. Confirmatory factor analyses suggested a one-factor model with polytomous scoring had the best fit to the data, but only six items loaded. All models demonstrated unacceptable internal consistency reliability (<0.70). Because no technically adequate version of the measure was identified, questions remain about basing policy on scores from these instruments. However, the findings indicated ways this type of measure might be improved.
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Affiliation(s)
- Deborah K Reed
- Tennessee Reading Research Center, University of Tennessee, Knoxville, Tennessee, USA
| | - Huibin Zhang
- Tennessee Reading Research Center, University of Tennessee, Knoxville, Tennessee, USA
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2
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Hafez D, Shafie R, Alasiri R, Bamasag R, Batwa Z, Mahsoon A, Sharif L, Alasmee N. Relationship between dyslexia awareness and stigma among nursing students in Saudi Arabia: A cross-sectional study. BELITUNG NURSING JOURNAL 2023; 9:457-463. [PMID: 37901371 PMCID: PMC10600706 DOI: 10.33546/bnj.2838] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/25/2023] [Revised: 08/23/2023] [Accepted: 09/30/2023] [Indexed: 10/31/2023] Open
Abstract
Background Dyslexia-a learning disorder characterized by difficulty in word-level reading skills-can negatively impact nursing students' practice, which can, in turn, affect patient safety. Individuals with dyslexia are often stigmatized. There is a need to explore dyslexia awareness among nursing students and its relationship with stigma in Saudi Arabia. Objective This study aimed to assess the dyslexia awareness levels among nursing students and its relation to stigma. Methods A quantitative cross-sectional study was conducted on 154 nursing students at King Abdulaziz University, Saudi Arabia. Data were collected by asking the students to virtually complete the Knowledge and Beliefs about Developmental Dyslexia Scale (KBDDS) and the Consciousness Questionnaire-Learning Disabilities (SCQ-LD) from February to March 2021. Data were analyzed using chi-square tests to test significance and Cramer's V to determine the strength of the relationships among the categorical variables. Results The overall dyslexia awareness level was moderate. Most participants believed that people had negative assumptions about individuals with dyslexia and that they judged and treated them differently. A moderately strong positive association was revealed between knowledge of the stigma surrounding dyslexia and knowledge of dyslexia itself (p <0.001). Conclusions Increased dyslexia awareness is correlated with greater anticipation that dyslexic individuals will be stigmatized. Therefore, dyslexia awareness should be raised among nursing students. Students or nurses with dyslexia should also be encouraged to learn appropriate coping strategies to ensure patient safety.
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Affiliation(s)
- Duaa Hafez
- Department of Public Health Nursing, Faculty of Nursing, King Abdulaziz University, Jeddah, Saudi Arabia
| | - Raghad Shafie
- Faculty of Nursing, King Abdulaziz University, Jeddah, Saudi Arabia
| | - Renad Alasiri
- Faculty of Nursing, King Abdulaziz University, Jeddah, Saudi Arabia
| | - Renad Bamasag
- Faculty of Nursing, King Abdulaziz University, Jeddah, Saudi Arabia
| | - Zikra Batwa
- Faculty of Nursing, King Abdulaziz University, Jeddah, Saudi Arabia
| | - Alaa Mahsoon
- Department of Psychiatric and Mental Health Nursing, Faculty of Nursing, King Abdulaziz University, Saudi Arabia
| | - Loujain Sharif
- Department of Psychiatric and Mental Health Nursing, Faculty of Nursing, King Abdulaziz University, Saudi Arabia
| | - Nofaa Alasmee
- Department of Psychiatric and Mental Health Nursing, Faculty of Nursing, King Abdulaziz University, Saudi Arabia
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3
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Rolak M, Heerkens YF, van Bakel HJA, van der Klink JJL. Factors contributing to realizing valuable goals of students with dyslexia in higher education. DYSLEXIA (CHICHESTER, ENGLAND) 2023; 29:199-216. [PMID: 37434370 DOI: 10.1002/dys.1746] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/14/2022] [Revised: 04/27/2023] [Accepted: 06/06/2023] [Indexed: 07/13/2023]
Abstract
When students with dyslexia enter higher education, studying often creates challenges at different levels. Universities differ in the way they facilitate students with dyslexia in their educational careers. This study focusses on studying with dyslexia from a value-driven perspective. The aim of the study is to investigate valuable goals of students with dyslexia in higher education and the conversion factors that are stimulating and inhibiting in the realization of these valuable goals. Data were collected during focus groups: five focus groups of students with dyslexia (23 participants) and two focus groups of student counsellors (10 participants). Important values for students are their personal development and to prove they can succeed at university level. Not all students are able or being enabled to show their knowledge and skills and to grow within the educational system. Different personal and environmental factors are described that inhibit or facilitate the realization of valuable goals. The results are presented from two perspectives: of students and student counsellors. The implications of the results and guidelines for future research are discussed.
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Affiliation(s)
- Marzenka Rolak
- Dyslexie Scholing en Advies, Berkel en Rodenrijs, The Netherlands
- HAN University of Applied Sciences, Nijmegen, The Netherlands
| | | | - Hedwig J A van Bakel
- Tranzo, Scientific Centre for Care and Wellbeing, School of Social and Behavioral Sciences, Tilburg University, Tilburg, The Netherlands
| | - Jac J L van der Klink
- Tranzo, Scientific Centre for Care and Wellbeing, School of Social and Behavioral Sciences, Tilburg University, Tilburg, The Netherlands
- Optentia, North West University of South Africa, Vanderbijlpark, South Africa
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Jebakumar D, Marconi S, Kattula D, Priscilla RA. Knowledge of schoolteachers on learning disabilities in urban Vellore - A cross-sectional study. J Family Med Prim Care 2023; 12:1582-1587. [PMID: 37767410 PMCID: PMC10521813 DOI: 10.4103/jfmpc.jfmpc_2018_22] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/15/2022] [Revised: 04/11/2023] [Accepted: 04/17/2023] [Indexed: 09/29/2023] Open
Abstract
Background Specific learning disability (SLD) is a cognitive neurobiological disorder caused by atypical brain functioning. SLD is recognized when the individual's achievement in school is below that expected for age, schooling, and level of intelligence. Screening millions of students with SLD by health personnel is a logistical impossibility. Awareness and knowledge about learning disorders among schoolteachers may play a major role in the early identification and management of children with these disorders. Therefore, the assessment of teachers' knowledge and perceptions about learning disabilities (LDs) is relevant. Method A school-based cross-sectional study was conducted among teachers in government/government-aided and private schools in Vellore, India. The participants were selected by a simple random sampling method. There was a total of 80 teachers included in the study. Data capture was done using a questionnaire. A Chi-square test was done to test the association and the odds ratio test helped determine the strength of the association. A P-value of <0.05 was considered to be statistically significant. Results The majority of the teachers (70%) had adequate general knowledge regarding LDs. When analyzed separately, 82.5% of government/aided teachers and only 57.5% of teachers were having adequate general knowledge regarding LDs. There was a significant association between the type of school and general knowledge regarding LDs. Government/aided teachers had better general knowledge regarding LDs and dyslexia than private teachers. Conclusions Among 80 teachers, 70% (56) of them had adequate general knowledge regarding LDs. When analyzed separately, 82.5% (33) of government/aided teachers and only 57.5% (23) teachers were having adequate general knowledge regarding LDs. The government/aided schoolteachers had significantly higher levels of knowledge in most domains of the general knowledge section as compared to private schoolteachers. If teachers are having adequate knowledge regarding LDs, it will significantly increase the chances of children with LDs getting detected early and undergoing the treatment they require. Teacher education programs and workshops are needed to be conducted at regular intervals to improve the knowledge regarding SLDs among teachers.
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Affiliation(s)
- Daniel Jebakumar
- Department of Community Health, Christian Medical College, Vellore, Tamil Nadu, India
| | - Sam Marconi
- Department of Community Health, Christian Medical College, Vellore, Tamil Nadu, India
| | - Dheeraj Kattula
- Department of Psychiatry, Christian Medical College, Vellore, Tamil Nadu, India
| | - Ruby A. Priscilla
- Department of Community Health, Christian Medical College, Vellore, Tamil Nadu, India
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Abed MG, Shackelford TK. Saudi public primary school teachers' knowledge and beliefs about developmental dyslexia. DYSLEXIA (CHICHESTER, ENGLAND) 2022; 28:244-251. [PMID: 34877745 DOI: 10.1002/dys.1705] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/01/2021] [Revised: 10/12/2021] [Accepted: 11/16/2021] [Indexed: 06/13/2023]
Abstract
This exploratory research investigates knowledge and beliefs about developmental dyslexia (DD) among public primary school teachers in Saudi Arabia. We explored links between several teacher-related socio-demographic variables (e.g., gender, teaching experience, self-evaluation of teaching children with DD) and knowledge and beliefs about DD. Saudi public primary school teachers (n = 136) completed an online survey that included the knowledge and beliefs about developmental dyslexia scale (KBDDS). The results indicated that KBDDS scores were significantly associated with teaching experience, DD training, and self-evaluation of teaching children with DD. We address limitations of the current research, note directions for future research, and discuss implications of these results for teacher training and professional development, with special attention to Saudi public primary education.
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Affiliation(s)
- Mohaned G Abed
- Department of Special Education, Faculty of Educational Graduate Studies, King Abdulaziz University, Jeddah, Kingdom of Saudi Arabia
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Analysis of the Autism Spectrum Disorder (ASD) Knowledge of Cuban Teachers in Primary Schools and Preschools. EDUCATION SCIENCES 2022. [DOI: 10.3390/educsci12040284] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/10/2022]
Abstract
Teachers’ knowledge of autism spectrum disorder (ASD) plays a key role in the successful inclusion of children with ASD in regular schools. The objective of this study was to analyze Cuban teachers’ knowledge of ASD of at inclusive primary schools and preschools and to compare it with the results obtained in previous studies carried out at an international level. To do this, a cross-sectional study was conducted with Cuban teachers from urban and rural areas throughout the country. The sample was selected using a non-probabilistic technique. In total, 131 primary school and preschool teachers participated. Data were collected by applying the Autism Knowledge Questionnaire (AKQ) that measures ASD knowledge. The results indicated that Cuban teachers had an acceptable knowledge regarding ASD (0.57). Primary education teachers (17.58 ± 4.06) showed a higher level of knowledge than preschool teachers (15.35 ± 2.74). Regarding previous training, teachers who claimed to have received some type of specific ASD training (10.88 ± 3.29) made a greater number of errors than teachers who had not received specific training on ASD (8.91 ± 3.06). At the international level, Cuban teachers were observed to have similar knowledge about ASD when compared to active teachers or pre-service teachers from other countries where similar studies have been carried out. The results suggest that the training of Cuban teachers is not yet optimal to educate students with ASD in primary schools and preschools which are open to diversity.
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Schraeder M, Fox J, Mohn R. K-2 principal knowledge (not leadership) matters for dyslexia intervention. DYSLEXIA (CHICHESTER, ENGLAND) 2021; 27:525-547. [PMID: 34250695 DOI: 10.1002/dys.1690] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/27/2020] [Revised: 03/30/2021] [Accepted: 06/21/2021] [Indexed: 06/13/2023]
Abstract
Kindergarten through second-grade elementary schools that best serve students with dyslexia have principals who are knowledgeable about dyslexia and understand the best practices for providing intervention for students with dyslexia. In this study, three styles of leadership were examined to understand the implication that leadership has on intervention for dyslexia: transformational, instructional, and integrated leadership. However, many students in elementary schools have difficulty learning to read despite good leadership by the principal, with 5-20% of students being diagnosed with dyslexia. While these students need phonetic, multisensory intervention to build necessary reading skills, this study found that many principals lack knowledge of this specialized instruction. The purpose of this research was to explore variables that determine the school-based level of appropriate intervention for students with dyslexia. A questionnaire assessing leadership skills, knowledge, and beliefs about dyslexia, preparation in reading disorders and/or dyslexia received from degree programs and professional development, and services provided to students with dyslexia was given to K-2 principals serving in schools across the United States. Results indicated that regardless of leadership style, principals who have greater knowledge and more correct beliefs about dyslexia provide more appropriate school-based services for students with dyslexia. Eight detailed K-2 principal/practitioner recommendations are included based upon this key finding.
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Affiliation(s)
- Missy Schraeder
- The School of Speech & Hearing Sciences, College of Nursing & Health Professions, The University of Southern Mississippi, Hattiesburg, Mississippi, USA
| | - James Fox
- Department of Education Leadership, Salisbury University, Salisbury, Maryland, USA
| | - Richard Mohn
- Department of Educational Research and Administration, College of Education & Human Sciences, The University of Southern Mississippi, Hattiesburg, Mississippi, USA
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Mullikin K, Stransky M, Tendulkar S, Casey M, Kosinski K. Informal preparation and years of experience: Key correlates of dyslexia knowledge among Massachusetts early elementary teachers. DYSLEXIA (CHICHESTER, ENGLAND) 2021; 27:510-524. [PMID: 34612546 DOI: 10.1002/dys.1701] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/14/2021] [Revised: 08/18/2021] [Accepted: 09/20/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Dyslexia is a neurobiological condition affecting phonological processing and characterized by reading and phonological awareness difficulties. We assessed correlations between dyslexia knowledge and five independent variables among early elementary teachers in Massachusetts. METHODS We designed a survey based on two published assessment tools and surveyed 92 early elementary teachers. Using univariate and multivariate linear regression models, we assessed the relationships among knowledge (dependent variable) and confidence, feelings of preparedness, years of teaching experience, informal education and professional development opportunities (independent variables). RESULTS The mean knowledge score was 68 ± 14%; teachers performed best on questions about perceptions of dyslexia, classroom management/teaching strategies and some dyslexia characteristics. Informal education and years of teaching experience were consistently positively associated with knowledge. DISCUSSION AND CONCLUSIONS Formal training and professional development opportunities may need to focus more specifically on learning disabilities and dyslexia. Teachers should also have input on professional development needs. Our findings suggest a need for additional studies on strategies to improve educator knowledge of dyslexia and assess outcomes.
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Affiliation(s)
- Katelyn Mullikin
- Department of Community Health, Tufts University School of Arts and Sciences, Medford, Massachusetts, USA
| | - Michelle Stransky
- Department of Community Health, Tufts University School of Arts and Sciences, Medford, Massachusetts, USA
| | - Shalini Tendulkar
- Department of Community Health, Tufts University School of Arts and Sciences, Medford, Massachusetts, USA
| | - Mary Casey
- Eliot-Pearson Department of Child Study & Human Development, Tufts University School of Arts and Sciences, Medford, Massachusetts, USA
| | - Karen Kosinski
- Department of Community Health, Tufts University School of Arts and Sciences, Medford, Massachusetts, USA
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Soriano-Ferrer M, Morte-Soriano MR, Begeny J, Piedra-Martínez E. Psychoeducational Challenges in Spanish Children With Dyslexia and Their Parents' Stress During the COVID-19 Pandemic. Front Psychol 2021; 12:648000. [PMID: 34122234 PMCID: PMC8193576 DOI: 10.3389/fpsyg.2021.648000] [Citation(s) in RCA: 17] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/30/2020] [Accepted: 05/04/2021] [Indexed: 01/10/2023] Open
Abstract
Background Research during 2020 has been rapidly attending to the impact of COVID-19 on various dimensions of wellbeing (e.g., physical, psychological, lifestyle and routines) on adults and children around the world. However, less attention has focused on the psychoeducational impact on children and their families. To our knowledge, no currently available studies have looked specifically at the impact of COVID-19 on students with dyslexia and their families. Research on this topic is needed to offer greater support for this population of students and their families. Objective The main objective of this paper is to examine the psychoeducational impact of the required COVID-19 quarantine in Spain among children with dyslexia and their families. Method A sample of 32 children with dyslexia and their mothers participated in this study. Measures Children and adolescents with dyslexia and their mother completed several measures before the required national quarantine in Spain and again during the quarantine. Children completed measures of depression, state anxiety, reading activity, and reading motivation. Mothers provided demographic information and completed measures related to students’ emotional and behavioral difficulties as well as parenting stress, parental distress, and a questionnaire about educational problems during quarantine. Results Major findings showed that during quarantine, children with dyslexia had increased levels of depression and anxiety symptoms, and parents perceived their children as having more emotional symptoms, hyperactivity-inattention, and conduct problems. During quarantine, children and adolescents with dyslexia also showed less reading activity and less reading motivation. Parents also reported significantly more stress, during quarantine compared to pre-quarantine conditions. Some demographic and psychological variables predicted children’s state anxiety as well parental stress. The questionnaire related to impacts of quarantine also revealed several important findings. For example, nearly all parents of children with dyslexia reported (a) difficulties in establishing study routines, (b) that the quarantine negatively affected their child’s learning, and (c) that they did not receive sufficient help from teachers on how to support their child’s learning. Additionally, the vast majority of the parents were very worried about the child’s learning and school success, the child’s motivation and interest in reading, the child’s peer relations, and the professional skills of the child’s teacher. Conclusion This study offers a preliminary investigation into this topic and elucidates several psychoeducational challenges that children with dyslexia and their families have experienced during the quarantine in Spain. Study findings highlight the need to provide immediate support for children with dyslexia and emphasizes the importance of developing prevention programs to mitigate any future negative impacts of COVID-19 on children with dyslexia and their parents.
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Affiliation(s)
- Manuel Soriano-Ferrer
- Department of Developmental and Educational Psychology, University of Valencia, Valencia, Spain
| | | | - John Begeny
- Department of Psychology, North Carolina State University, Raleigh, NC, United States
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10
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Woodcock S. Teachers' beliefs in inclusive education and the attributional responses toward students with and without specific learning difficulties. DYSLEXIA (CHICHESTER, ENGLAND) 2021; 27:110-125. [PMID: 32026550 DOI: 10.1002/dys.1651] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/13/2018] [Revised: 08/21/2019] [Accepted: 01/06/2020] [Indexed: 06/10/2023]
Abstract
Teachers' beliefs in inclusive education can be influential toward the success of inclusive practices and also students' successes and failures within the classroom. Having a clear understanding and high expectations toward students with specific learning difficulties (SpLD) is important if these students are to reach their potential. This study examined 276 British primary and secondary teachers' perceptions toward inclusive education for all, and their causal attributions toward students with and without SpLD. The results show that teachers who believe that inclusive education is an effective way to teach all students, provide greater positive feedback, feel less frustrated, and hold lower expectations for future failure, in comparison to their colleagues with more negative inclusive educational beliefs. Teachers need to believe that inclusive education is an effective way to teach all students, and that they, as teachers are capable of managing this. However, they need to be provided with relevant systemic support.
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Affiliation(s)
- Stuart Woodcock
- School of Education & Professional Studies, Griffith University, Australia
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11
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Ferrero M, Konstantinidis E, Vadillo MA. An Attempt to Correct Erroneous Ideas Among Teacher Education Students: The Effectiveness of Refutation Texts. Front Psychol 2020; 11:577738. [PMID: 33162917 PMCID: PMC7581673 DOI: 10.3389/fpsyg.2020.577738] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2020] [Accepted: 09/15/2020] [Indexed: 12/05/2022] Open
Abstract
There is sound evidence about the high prevalence of misconceptions about education among pre-service teachers. This trend continues after students complete the degree in education and once they are in the exercise of their profession. In fact, several studies show that these misconceptions are widespread among in-service teachers. Erroneous ideas about education may divert material and human resources to poor grounded methods and teaching tools, compromising the quality of education. Strategies to debunk misconceptions among future teachers, who may not have a firm position about many educational issues, might contribute to reversing this trend. The main goal of the present study was to assess the efficacy of refutation texts in the correction of misconceptions among pre-service teachers. As in previous studies with in-service teachers, refutation texts were effective in reducing participants’ endorsement of misconceptions. But this effect was short-lived and did not affect participants’ intention to use educational methods that are based on the misconceptions addressed in the refutation texts.
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Affiliation(s)
- Marta Ferrero
- Departamento de Investigación y Psicología de la Educación, Universidad Complutense de Madrid, Madrid, Spain
| | | | - Miguel A Vadillo
- Departamento de Psicología Básica, Universidad Autónoma de Madrid, Madrid, Spain
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12
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Vaisman EE, Kahn-Horwitz J. English foreign language teachers' linguistic knowledge, beliefs, and reported practices regarding reading and spelling instruction. DYSLEXIA (CHICHESTER, ENGLAND) 2020; 26:305-322. [PMID: 30836449 DOI: 10.1002/dys.1608] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/21/2018] [Revised: 12/01/2018] [Accepted: 02/04/2019] [Indexed: 06/09/2023]
Abstract
The study investigated English as a foreign language (EFL) teachers' knowledge of the linguistic foundations of the English language, teachers' reported classroom practices regarding time allocation to different language teaching and learning activities, and the relationship between these two parameters. An additional goal was to investigate teachers' beliefs regarding various aspects of literacy acquisition. Results indicated low scores for language constructs, especially those related to phonology and orthography. EFL teachers reported dedicating the largest amount of classroom time to vocabulary-related activities whereas the smallest amounts of time were allotted to teaching phonemic awareness and word reading. Teachers with higher scores on phonological, syllabic, and orthographic knowledge allocated more time to teaching and practicing phonemic awareness, grapheme-phoneme correspondence, and reading skills. Educational implications include the importance of research based, focused teacher professional training both in content knowledge of basic language constructs and in pedagogical knowledge of EFL literacy acquisition.
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Yin L, Joshi RM, Yan H. Knowledge about dyslexia among early literacy teachers in China. DYSLEXIA (CHICHESTER, ENGLAND) 2020; 26:247-265. [PMID: 31478320 DOI: 10.1002/dys.1635] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/16/2018] [Revised: 07/01/2019] [Accepted: 08/06/2019] [Indexed: 06/10/2023]
Abstract
This study examined knowledge about dyslexia among Chinese-speaking early literacy teachers in Mainland China. A total of 516 teachers, including 203 kindergarten teachers from developed regions (KDRs), 166 primary school teachers from developed regions (PDRs), and 147 primary school teachers from less developed regions (PLDRs), completed a survey measuring knowledge about dyslexia in three domains: general information, symptoms/diagnosis, and treatment. PLDRs scored significantly lower on the total scale and each of the subscales than KDRs and PDRs, with the latter two not significantly different from each other. The percentages of misunderstandings and lack of knowledge ("do not know" response) were higher for PLDRs than for KDRs or PDRs. In general, compared with alphabetic language-speaking teachers in developed countries reported in previous studies, Chinese teachers showed less knowledge about dyslexia but similar misunderstandings. Prior exposure to children with dyslexia explained significant variance in Chinese teachers' knowledge about dyslexia, indicating that when specialized training is not available, learning from practice is a major source of knowledge about dyslexia. Findings of this study point to the universal need of providing explicit training on dyslexia for teachers, particularly in less developed regions where teacher knowledge is poorer.
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Affiliation(s)
- Li Yin
- Center for the Study of Language and Psychology, Department of Foreign Languages and Literatures, Tsinghua University, Beijing, China
| | - R Malatesha Joshi
- Department of Teaching, Learning, and Culture, Texas A&M University, College Station, Texas, USA
| | - Hong Yan
- Institute of Education, Tsinghua University, Beijing, China
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White J, Mather N, Kirkpatrick J. Preservice educators' and noneducators' knowledge and perceptions of responsibility about dyslexia. DYSLEXIA (CHICHESTER, ENGLAND) 2020; 26:220-242. [PMID: 31994258 DOI: 10.1002/dys.1653] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/12/2018] [Revised: 09/19/2019] [Accepted: 11/05/2019] [Indexed: 06/10/2023]
Abstract
More individuals are affected by dyslexia than any other learning disability. The success of students with dyslexia receiving early identification and evidence-based interventions is dependent upon the knowledge and skills of the school practitioners responsible for their academic programmes. This study investigated knowledge of dyslexia and perceptions of responsibility by administering the Knowledge and Insights of Dyslexia Survey (KIDS) to 243 university students. Survey responses of students (n) majoring in degrees in education (education majors [EM], n = 154) were compared with the responses of students majoring in degrees in architecture (noneducation majors [NEM], n = 89). In addition, the results were further examined between students majoring in General Education, Special Education, and School Psychology. Results indicated no significant differences in knowledge existed between EM and NEM or within EM. Of the topics investigated, participants knew the least about the treatment of dyslexia and demonstrated confusion about the components of appropriate instruction. Analysis of participant definitions revealed pervasive confusion about the characteristics of dyslexia with most believing myths that those with dyslexia "see and read backwards." Additionally, EM rated themselves as being moderately responsible for educating students with dyslexia and believed special educators hold the greatest level of responsibility.
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Affiliation(s)
- Jennifer White
- Disability and Psychoeducational Studies, University of Arizona College of Education, Tucson, Arizona
| | - Nancy Mather
- Disability and Psychoeducational Studies, University of Arizona College of Education, Tucson, Arizona
| | - Jennifer Kirkpatrick
- Disability and Psychoeducational Studies, University of Arizona College of Education, Tucson, Arizona
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Malatesha Joshi R, Wijekumar KK. Introduction: teacher perception, self-efficacy and teacher knowledge relating to literacy. ANNALS OF DYSLEXIA 2019; 69:1-4. [PMID: 30607815 DOI: 10.1007/s11881-018-00173-3] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Affiliation(s)
- R Malatesha Joshi
- College of Education and Human Development, Texas A and M University, College Station, TX, 77845, USA.
| | - Kausalai Kay Wijekumar
- College of Education and Human Development, Texas A and M University, College Station, TX, 77845, USA
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16
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Castillo A, Gilger JW. Adult perceptions of children with dyslexia in the USA. ANNALS OF DYSLEXIA 2018; 68:203-217. [PMID: 30094715 DOI: 10.1007/s11881-018-0163-0] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/22/2018] [Accepted: 06/29/2018] [Indexed: 06/08/2023]
Abstract
This study examined adult perceptions of dyslexia among US adults. Participants (n = 623) answered survey questions pertaining to characteristics, views, and possible causes of DYS. Exploratory factor analysis revealed five distinct factors: (1) psychosocial causes, (2) external causes, (3) biological causes, (4) consequences, and (5) controllability. Three-way ANOVA's were conducted to determine the effects of ethnicity, gender, and parental status on how DYS was perceived. The results revealed ethnic, gender, and parental status differences. Males endorsed psychosocial causes and external causes more often than females. Those who self-identified as Asian viewed DYS as more controllable in comparison to Whites. Results also revealed a three-way interaction regarding controllability. Understanding the public's perceptions about developmental disorders helps distinguish true from erroneous beliefs, and understanding differences that may exist in particular groups can help implement targeted actions to improve awareness, care, and interventions for families.
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Affiliation(s)
- Anabel Castillo
- Psychological Sciences & the Consortium for Research on Atypical Development and Learning, University of California, Merced, 5200 N. Lake Rd, Merced, CA, 92583, USA.
| | - Jeffrey W Gilger
- Psychological Sciences & the Consortium for Research on Atypical Development and Learning, University of California, Merced, 5200 N. Lake Rd, Merced, CA, 92583, USA
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17
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Woodcock S, Hitches E. Potential or problem? An investigation of secondary school teachers' attributions of the educational outcomes of students with specific learning difficulties. ANNALS OF DYSLEXIA 2017; 67:299-317. [PMID: 29134482 DOI: 10.1007/s11881-017-0145-7] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/19/2016] [Accepted: 07/28/2017] [Indexed: 06/07/2023]
Abstract
Despite strong support for inclusive education in principle, many teachers and administrators still demonstrate mixed responses to the inclusion of certain students in their classrooms. Students with specific learning difficulties (SpLD) form a large group of students in inclusive classrooms yet some provincial, state and national jurisdictions fail to acknowledge the existence of these students. Not acknowledging and understanding these students can deny them the recognition and resources necessary for their genuine participation in education and, in turn, society. The aim of this study was to examine British in-service secondary teachers' attributional responses to students with and without specific learning difficulties. The participants included 122 British secondary school teachers who were surveyed in response to vignettes of hypothetical male students who had failed a class test. The study found that while teachers attributed more positive causes towards students without SpLD, they exhibited more negative causes towards students with SpLD. Teachers' causal attributional outcomes of students' level of achievement can impact upon the students' own attributions, with teachers' responses for students with SpLD having the potential to, unintentionally, influence students' own sense of self-efficacy and motivation. The paper concludes with a consideration of the implications of the research and recommendations for practice.
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Affiliation(s)
- Stuart Woodcock
- Faculty of Human Sciences, Macquarie University, Sydney, Australia.
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18
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Echegaray-Bengoa J, Soriano-Ferrer M, Joshi RM. Knowledge and Beliefs About Developmental Dyslexia: A Comparison Between Pre-Service and In-Service Peruvian Teachers. ACTA ACUST UNITED AC 2017. [DOI: 10.1177/1538192717697591] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The purpose of this study was to investigate the knowledge, misconceptions, and knowledge gaps of Peruvian pre-service teachers (PSTs) and in-service teachers (ISTs). To do so, 112 PSTs and 113 ISTs completed the Knowledge and Beliefs About Developmental Dyslexia Scale (KBDDS). Results show that ISTs scored significantly higher than PSTs. Moreover, misconceptions and lack of information were higher in PSTs. The most noteworthy misconceptions were that dyslexia is due to poor visual perception and that letter or word reversals are the most important criterion in the identification of dyslexia. Age, years of teaching experience, prior exposure to a child with dyslexia, and self-efficacy were positively correlated with knowledge about dyslexia in ISTs.
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