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

Abstract

BackgroundDyslexia 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.MethodsWe 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).ResultsThe 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 ConclusionsFormal 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.

Dyslexia Seen Through the Eyes of Teachers: An Exploratory Survey

“…There is also a growing body of research showing that teachers have serious gaps in linguistic knowledge. This includes basic language constructs and knowledge of foundational reading skills necessary to provide quality literacy instruction for these students (e.g., Cheesman et al, 2009; Fielding‐Barnsley & Purdie, 2005; Goldfus, 2012; Hudson et al, 2021; Moats, 1995; Mullikin et al, 2021; Peltier et al, 2022; Washburn et al, 2016; Washburn & Mulcahy, 2014). Without sufficient linguistic and phonics knowledge to address difficulty with decoding of words, which is a fundamental problem for students with dyslexia, teachers are unlikely to be able to help students with dyslexia.…”

Understanding Dyslexia Guidance for Parents and Teachers: A Review of States' Handbooks

“…The educator focus is logical in that it is teachers and other school personnel who will implement dyslexia support at school. Besides, there is evidence that many educators need more preparation to implement the handbook guidance, including teachers (Anderson, 2021; Donovan et al, 2022; Mullikin et al, 2021), principals (Schraeder et al, 2021), and school psychologists (Sadusky et al, 2022).…”

“…As noted in the myths sections of many handbooks, dyslexia has been misunderstood as a medical diagnosis; in schools and communities where that myth persists, there are likely concurrent assumptions that dyslexia must be “treated” entirely outside of general education (Anderson, 2021). The finding that the handbooks included more emphasis on intervention than core instruction underscores the need for additional professional learning for educators that emphasizes that universal core instruction should be the first step in all efforts to support students at risk for or with dyslexia (Hall et al, 2023; Mullikin et al, 2021).…”

“…Some state legislation includes requirements for enhanced teacher preparation regarding dyslexia (NCIL, 2024), and emerging research has pointed to the role of teacher knowledge about dyslexia in providing effective student support (Anderson, 2021; Gearin et al, 2020; Mullikin et al, 2021). For example, a study of elementary teachers in Massachusetts about their dyslexia knowledge and confidence in teaching students with dyslexia revealed inaccuracies in their knowledge of dyslexia features (eg, visual reversal of letters) as well as a correlation between years of teaching experience and more accurate dyslexia knowledge (Mullikin et al, 2021). Based on a review of efforts to improve educators’ dyslexia knowledge and skills through professional learning, Anderson (2021) recommended that educators complete coursework in developmental psychology that includes neuroscience findings about dyslexia.…”

“…Research about dyslexia points to emerging evidence of best practices for both screening and instruction (Burns et al, 2023; Hall et al, 2023). Incumbent on any use of effective dyslexia practices is accurate teacher knowledge about dyslexia as well the skills necessary to implement assessment and instructional practices with integrity (Mullikin et al, 2021). The guidance published on departments of education websites appears to be an effort to help classroom teachers and others develop the necessary knowledge and skills to support students with dyslexia (Gearin et al, 2020).…”