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

Washburn, Erin K.; Binks‐Cantrell, Emily; Joshi, R. Malatesha

doi:10.1002/dys.1459

Cited by 83 publications

(123 citation statements)

References 46 publications

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“…Therefore, nearly twice as many teachers mentioned visual factors than biological factors. This also supports findings from previous research that suggests teachers hold the understanding that dyslexia and visual functioning are related (Wadlington & Wadlington, 2005; Washburn et al, 2013). The current survey demonstrates that teachers mention visual issues when describing dyslexia, despite research being inconclusive about this relationship.…”

Section: Discussionsupporting

confidence: 88%

“…This supports findings from other research that has also shown that both the lay public and teachers use behavioural descriptors when thinking about dyslexia (Bell et al, 2011; Furnham, 2013; Mortimore, 2013; Washburn et al, 2013). It could be hypothesized that this is because teachers are more likely to witness the behavioural correlates of dyslexia in the classroom.…”

Section: Discussionsupporting

confidence: 88%

“…This was that many teachers were mentioning the visual stress aspects associated with dyslexia. As this appeared to be a key theme and related to previous research on teachers' understanding of dyslexia (Wadlington & Wadlington, 2005; Washburn et al, 2013), responses were also coded if they discussed visual aspects such as words moving round on the page or struggling to read black text on a white background.…”

Section: Present Studymentioning

confidence: 99%

“…Moreover, Washburn, Binks‐Cantrell, and Joshi (2013) surveyed 171 preservice teachers in the United States and the United Kingdom to investigate whether they held misconceptions about dyslexia. They found that teachers in both countries reported several misconceptions about dyslexia.…”

Section: Introductionmentioning

confidence: 99%

“…Therefore, Washburn et al (2013) state that the teachers surveyed were misinformed about visual stress being directly related to dyslexia. Washburn et al conclude that preservice teachers need to be taught up‐to‐date, evidence‐based information about the nature of dyslexia.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

What is dyslexia? An exploration of the relationship between teachers' understandings of dyslexia and their training experiences

Knight

2018

Dyslexia

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Given that an estimated 5–10% of the worldwide population is said to have dyslexia, it is of great importance that teachers have an accurate understanding of what dyslexia is and how it effects their students. Using results from a large‐scale survey of teachers in England and in Wales (N ≈ 2,600), this paper demonstrates that teachers held a basic understanding of dyslexia, based on the behavioural issues that it is associated with. Teachers lacked the knowledge of the biological (i.e., neurological) and cognitive (i.e., processing) aspects of dyslexia. Moreover, a number of teachers mentioned visual factors in their description of dyslexia, despite there being inconclusive evidence to suggest a direct relationship between visual functioning and dyslexia. Further findings demonstrate the importance of good‐quality teacher training in increasing teachers' confidence working with those with dyslexia, while increasing their knowledge of the cognitive aspects of dyslexia. This paper argues that evidence‐based teacher training, which informs teachers of the up‐to‐date research on the biological, cognitive, and behavioural aspects of dyslexia, is essential to combat misconceptions and ensure that teachers have more nuanced and informed understandings of dyslexia.

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Section: Discussionsupporting

confidence: 88%

Section: Discussionsupporting

confidence: 88%

Section: Present Studymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

What is dyslexia? An exploration of the relationship between teachers' understandings of dyslexia and their training experiences

Knight

2018

Dyslexia

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Knowledge about dyslexia among early literacy teachers in China

2019

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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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Teachers' beliefs in inclusive education and the attributional responses toward students with and without specific learning difficulties

Woodcock

2020

Dyslexia

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

Cited by 83 publications

References 46 publications

What is dyslexia? An exploration of the relationship between teachers' understandings of dyslexia and their training experiences

What is dyslexia? An exploration of the relationship between teachers' understandings of dyslexia and their training experiences

Knowledge about dyslexia among early literacy teachers in China

Teachers' beliefs in inclusive education and the attributional responses toward students with and without specific learning difficulties

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