Adult perceptions of children with dyslexia in the USA

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.

Public misconceptions about dyslexia: The role of intuitive psychology

“…Advances in reading science have shed light on the symptoms of dyslexia and their origin. Remarkably, the public understanding of dyslexia differs markedly and from the evidence emerging from reading research [ 3 – 5 ].…”

“…As noted, for English, dyslexia typically compromises phonological decoding, and most studies of laypeople’s attitudes towards dyslexia have been conducted among English speakers. But in reality, many laypeople believe that dyslexia is a form of “word blindness” [ 4 ] that results from “troubles with vision” [ 5 ].…”

The 100 Top-Cited Studies on Dyslexia Research: A Bibliometric Analysis

“…Dyslexia is a common learning disorder that affects between 4 and 8% of children (1)(2)(3), and often persists into adulthood (4,5). This neurodevelopmental disorder is characterized by reading and spelling impairments that develop in a context of normal intelligence, educational opportunities, and perceptual abilities (4,6).…”

Informal preparation and years of experience: Key correlates of dyslexia knowledge among Massachusetts early elementary teachers

“…Despite its prevalence, dyslexia remains shrouded in misconceptions by many people, including teachers (Ramli et al, 2019;White, Mather, & Kirkpatrick, 2020). Some common misconceptions are that it is caused by brain damage or low IQ, words appear to move on the page and that letters and words appear reversed (Castillo & Gilger, 2018;Ramli et al, 2019;White et al, 2020;Williams & Lynch, 2010). It is important to address these misconceptions among the general public and, especially among teachers, to ensure the early identification of children at risk for dyslexia, the use of evidence-based tools and interventions to support students with dyslexia in the classroom and to improve public policy and reduce stigmatization of individuals with dyslexia (Castillo & Gilger, 2018;Ramli et al, 2019;White et al, 2020).…”

“…Some common misconceptions are that it is caused by brain damage or low IQ, words appear to move on the page and that letters and words appear reversed (Castillo & Gilger, 2018;Ramli et al, 2019;White et al, 2020;Williams & Lynch, 2010). It is important to address these misconceptions among the general public and, especially among teachers, to ensure the early identification of children at risk for dyslexia, the use of evidence-based tools and interventions to support students with dyslexia in the classroom and to improve public policy and reduce stigmatization of individuals with dyslexia (Castillo & Gilger, 2018;Ramli et al, 2019;White et al, 2020). Vaisman and Kahn-Horwitz (2020), in their study of teachers of English as a foreign language (EFL), underscore the importance of teachers' linguistic skills and knowledge in working with learners with dyslexia.…”