A Scale of Knowledge and Beliefs about Developmental Dyslexia: Scale Development and Validation

Ferrer, Manuel Soriano; Echegaray-Bengoa, Joyce

doi:10.1016/j.sbspro.2014.04.299

Cited by 19 publications

(16 citation statements)

References 8 publications

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“…The Knowledge and Beliefs about Developmental Dyslexia Scale (KBDDS) was developed by Soriano‐Ferrer and Echegaray‐Bengoa (2014). This instrument consisted of 36 items regarding knowledge of dyslexia.…”

Section: Methodsmentioning

confidence: 99%

K‐2 principal knowledge (not leadership) matters for dyslexia intervention

2021

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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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Section: Methodsmentioning

confidence: 99%

K‐2 principal knowledge (not leadership) matters for dyslexia intervention

2021

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“…The KBDDS (Soriano-Ferrer & Echegaray-Bengoa, 2014) is a 36-item rating scale. Each KBDDS item consists of a statement about dyslexia and uses a true, false , and don’t know format.…”

Section: Methodsmentioning

confidence: 99%

“…The KBDDS measures knowledge and misconceptions about DD in three specific areas: general information about the nature, causes, and outcome of DD; symptoms/diagnosis of DD; and treatment of DD. Pilot testing (Soriano-Ferrer & Echegaray-Bengoa, 2014) with 89 elementary teachers showed that the Cronbach’s alpha for the reliability of the Total scale was .76. All three KBDDS subscales had moderate levels of internal consistency (Cronbach’s alpha for the subscale of General Information, 17 items, was .69; for Symptoms/Diagnosis, 10 items, .64; and for Treatment of Dyslexia, nine items, .67).…”

Section: Methodsmentioning

confidence: 99%

Knowledge and Beliefs About Developmental Dyslexia: A Comparison Between Pre-Service and In-Service Peruvian Teachers

Echegaray-Bengoa

Ferrer

Joshi

2017

Journal of Hispanic Higher Education

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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. Resumen El propósito de éste estudio ha sido investigar el conocimiento, las creencias erróneas y las lagunas de conocimiento de profesores Peruanos en formación (PF) y profesores en ejercicio (PE). Para ello, 112 PF y 113 PE completaron la Escala de Conocimientos y Creencias acerca de la Dislexia Evolutiva. Los resultados mostraron que los PE puntuaron significativemente más alto que los PF. Además, las creencias erróneas y las lagunas de conocimiento fueron más altas en los PF. Las creencias erróneas más destacadas fueron que la dislexia es debida a una pobre percepción visual y que las

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“…Dyslexia for an example is associated with the difficulty of recognizing words and the ability to spell. This difficulty is usually due to the deficit in the language, phonology, problem in reading comprehension and the lack of reading experience inhibiting vocabulary growth (Soriano-Ferrer and Echegaray-Bengoa, 2014). The repeat reading method is one of the most frequently used method for improving reading ability.…”

Section: Diagnostic and Interventionmentioning

confidence: 99%

Smart Diagnostic Test in Remedial Education

Ahmad¹

2019

IJARBSS

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Reading ability and reading efficiency is a basic necessity in the learning process. Children are encouraged to grow optimally so that they can master the language accordingly to their level of development. Among the factors contributing to the problem of children not being able to master reading skills at primary level is that they not yet ready to learn to read or they encounter difficulties in reading tasks. Intervention using multimedia software might help them in acquiring reading skills. Personal learning is a teaching and learning approach based on individual needs and interests. Basically, diagnostic tests are always associated with the level of reading ability of any children. This article discusses on smart diagnostics test and interventions for students who have not mastered reading skills. It is proposed that diagnostic tests be performed using voice recognition techniques where this technique facilitates teachers to administer the test in order to identify areas of strength and weaknesses of reading among children. Smart diagnostic test using voice recognition is proposed as an alternative way as it has impact on diagnostic tests to determine the level of reading ability of students.

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A Scale of Knowledge and Beliefs about Developmental Dyslexia: Scale Development and Validation

Cited by 19 publications

References 8 publications

K‐2 principal knowledge (not leadership) matters for dyslexia intervention

K‐2 principal knowledge (not leadership) matters for dyslexia intervention

Knowledge and Beliefs About Developmental Dyslexia: A Comparison Between Pre-Service and In-Service Peruvian Teachers

Smart Diagnostic Test in Remedial Education

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