Teachers' Understandings of Dyslexia: Implications for educational psychology practice

Regan, Teresa; Woods, Kevin

doi:10.1080/713666081

Cited by 25 publications

(14 citation statements)

References 8 publications

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“…Therefore, as teacher educators responsible for preparing future reading teachers, we believe that examination of PSTs' knowledge of dyslexia is needed. While some, although very few, investigations of teacher knowledge and beliefs about dyslexia and individuals with dyslexia have occurred (Gwernan-Jones & Burden, 2010; Regan & Woods, 2000;Wadlington & Wadlington, 2005), investigations have been focused on either teachers in the USA or teachers in the UK. The purpose of the present study is to examine the knowledge base of PSTs in the USA and the UK.…”

Section: Common Misconceptions About Dyslexiamentioning

confidence: 99%

What Do Preservice Teachers from the USA and the UK Know about Dyslexia?

2013

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The purpose of the study was to examine the knowledge base of preservice teachers from the USA and the UK of dyslexia as a language-based learning disability. A survey (both US and UK versions) was constructed using current research-based understandings of dyslexia as a language-based learning disability. One hundred and one preservice teachers from the USA and 70 preservice teachers from the UK were administered the survey. Results indicated that participants in the two groups demonstrated some similar accurate knowledge about dyslexia as well as displaying some common misunderstandings about dyslexia. Recommendations concerning preservice teacher preparation and professional development for in-service teachers about dyslexia as well as future research directions are discussed.

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Section: Common Misconceptions About Dyslexiamentioning

confidence: 99%

What Do Preservice Teachers from the USA and the UK Know about Dyslexia?

2013

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“…There is still no single conclusive definition of dyslexia. Assessment in the English education system commonly employs the British Psychological Society (1999) working definition, which implicates a persistent difficulty with reading and spelling at word level, despite appropriate education opportunities (Backhouse and Morris, 2005; Regan and Woods, 2000). However, the more expansive definition provided by the British Dyslexia Association (2007), including underlying dyslexic differences in information processing, embraces more fully the spectrum of difficulties (Miles, 1993) now known to be implicated in dyslexia and that have more significance for many adults.…”

Section: Theoretical Background To the Studymentioning

confidence: 99%

Inclusion for adults with dyslexia: examining the transition periods of a group of adults in England: ‘Clever is when you come to a brick wall and you have got to get over it without a ladder.’

Bell

2010

Journal of Research in Special Educational Needs

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This paper draws on a naturalistic research study into the experiences of six adults with dyslexia, to examine issues arising from their past transitions from the context of compulsory and post‐16 education to the world of work and within their career trajectories. A discussion of literature and documentation in relation to dyslexia in adults is discussed, to place the findings in a theoretical background. The emerging themes discussed in this paper were extracted from the analysis of transcripts from in‐depth interviews, which illuminated the experiences of these individuals. The traditional English board game ‘Snakes and Ladders’ is proposed as a metaphor to illustrate how dyslexia has affected employment stability in the lives of these individuals and their employers. The implications of these findings are discussed, and recommendations made, which inform stakeholders and policy‐makers in the inclusion and employment of adults with disabilities.

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“…Por ejemplo, el pionero trabajo de Allington (1982) mostró claramente que los profesores relacionaban la dislexia con las dificultades en la percepción visual. Por su parte, Regan y Woods (2000) señalan que los maestros de primaria británicos y profesores de apoyo tenían interpretaciones variadas sobre la naturaleza de la dislexia, haciendo referencia en sus concepciones a los niveles conductual, cognitivo o biológico. También en el Reino Unido e Irlanda, los profesores tenían una conceptualización biológica, cognitiva y conductual de la dislexia (Bell, McPhillips y Doveston, 2011); aproximadamente la mitad de los participantes irlandeses describieron la dislexia como algo que afecta a la memoria y a la precisión de la lectura.…”

Section: Introductionunclassified

Teachers' knowledge about developmental dyslexia: Educational implications

Echegaray-Bengoa¹,

Ferrer²

2016

RIFIE

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Teachers' Understandings of Dyslexia: Implications for educational psychology practice

Cited by 25 publications

References 8 publications

What Do Preservice Teachers from the USA and the UK Know about Dyslexia?

What Do Preservice Teachers from the USA and the UK Know about Dyslexia?

Inclusion for adults with dyslexia: examining the transition periods of a group of adults in England: ‘Clever is when you come to a brick wall and you have got to get over it without a ladder.’

Teachers' knowledge about developmental dyslexia: Educational implications

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