Preservice Teachers’ Knowledge of and Beliefs About Dyslexia
Abstract
The purpose of this research was to explore preservice teachers' knowledge bases regarding dyslexia as a language-based reading disorder. In a researcher-designed open-ended survey, 287 preservice teachers from Alabama, New York, and Virginia defined dyslexia, identified the characteristics of students with dyslexia, provided ideas for effective instruction for students with dyslexia, and cited the sources which informed their knowledge. Findings indicated that while preservice teachers held basic understandings of dyslexia as a reading disorder, they expressed confusion and misunderstandings about the specific phonological processing components of dyslexia. Suggestions for improving preservice teacher education regarding dyslexia are provided.
Reference
Ness, M. & Southall, G. (2010). Preservice Teachers’ Knowledge of and Beliefs About Dyslexia. Journal of Reading Education, 36 (1), 36-43.
Journal
Journal of Reading Education
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
- Alabama
- New York
- Virginia
Institutional Context
Certification Level
- Pre-K - 6 (ages ~4-~12)
- Secondary
- Special Education
Programatic Focus
Research Location Context
Preservice Participants
- Master in teaching (MIT)
- Masters of Arts in Teaching
- Undergraduates (university based program)
Preservice Sample Size
287
Duration of Data Collection
Data Sources
Data Analysis Tools
Researcher Positionality
- Inside (studying their own programs)
- Outside (not directly invested in the program or operations)
Research Questions
"What understandings and/or misunderstandings do preservice teachers have regarding dyslexia?"
Is this research question explicit from the manuscript? Yes
"How do preservice teachers come to these understandings and/or misunderstandings?"
Is this research question explicit from the manuscript? Unknown