Novice Teachers’ Knowledge of Reading-related Disabilities and Dyslexia
Abstract
Current understandings about the nature of persistent reading problems have been influenced by researchers in numerous fields. Researchers have noted that a current and accurate understanding of reading disabilities, such as dyslexia, can be helpful in assessing, teaching and supporting indi- viduals with persistent reading problems. The purpose of this exploratory study was to examine novice teachers’ knowledge about characteristics of reading disability and dyslexia and whether or not certification type, certification grade level and/or exposure to reading content predicted teacher knowledge. Participants (n=271) were enrolled in undergradu- ate and graduate teacher preparation programs across the United States, and were asked to identify characteristics of reading disability and dys- lexia. Responses were analyzed qualitatively and quantitatively. Findings revealed that teachers had accurate understandings when asked about reading disability, but misconceptions when asked about dyslexia. Cer- tification type, certification grade level, and exposure to reading content did not predict accurate understandings of reading disability or dyslexia; however, certification grade level did predict misconceptions about dys- lexia.
Reference
Washburn, E. K., Mulcahy, C. A., Musante, G., & Joshi, R. (2017). Novice Teachers' Knowledge of Reading-Related Disabilities and Dyslexia. Learning Disabilities: A Contemporary Journal, 15(2), 169-191.
Journal
Learning Disabilities: A Contemporary Journal
Analysis
Is this article part of a larger project or series of studies?
yes
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
- Mid-Atlantic US
- northeast US
- southeast
- Southwestern United States
Institutional Context
Certification Level
- Elementary
- Secondary
- Special Education
Programatic Focus
Research Location Context
- Literacy methods course
- Special Education course
Preservice Participants
- Graduate and undergraduate
Preservice Sample Size
201
Other Participant Data
- Inservice novice teachers (0-5 years experience)
- Inservice Teachers
Duration of Data Collection
Data Sources
Data Analysis Tools
- Constant comparative analysis
- multinominal regression analysis
Researcher Positionality
Research Questions
What do teachers know about reading disability
and dyslexia? And upon qualitative analysis of the data, do patterns concerning teacher understandings and misunderstandings about reading disability and dyslexia
exist?
Is this research question explicit from the manuscript? Yes
Does teacher certification area, certification grade level, or amount of exposure to reading-related content predict teacher knowledge of reading disability or dyslexia?
Is this research question explicit from the manuscript? Yes