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

Erin K. Washburn · Emily Binks‐Cantrell · R. N. Malatesha

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Reading and Literacy Development Collaborative Teaching and Inclusion Developmental and Educational Neuropsychology

Abstract

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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2014Digest of Education Statistics 1998Preventing Reading Difficulties in Young Children 1991Beginning to read : Thinking and learning about print. By Marilyn Jager Adams. Cambridge, MA: The MIT Press, 1990. Pp. x, 494. Cloth $29.95.2000Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction 2004Specific reading disability (dyslexia): what have we learned in the past four decades?2003A definition of dyslexia 2003Theories of developmental dyslexia: insights from a multiple case study of dyslexic adults 2006Introduction to response to intervention: What, why, and how valid is it?

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