Journal article
What do teachers know about dyslexia? It’s complicated!
2022
The State Education Standard
Abstract
In recent years, many states have passed laws requiring dyslexia training for teachers. Research suggests teachers hold both scientifically-based conceptions as well as misconceptions of dyslexia, but there is little research regarding the specific concepts of dyslexia in which teachers are unsure. Research on conceptual change suggests a different teaching approach is needed if an individual holds a misconception rather than an uncertainty. The purpose of this study was to examine the concepts of dyslexia teachers know accurately as scientific conceptions, hold as misconceptions, or are uncertain. We also examined if other factors, including teachers’ (a) amount of previous training, (b) years of experience, or (c) confidence predicted their knowledge of dyslexia. Teachers (n = 524) from a Midwestern state with recent legislation requiring dyslexia training for teachers and evidence-based structured literacy instruction for individuals with dyslexia participated in this study. The Dyslexia Knowledge Questionnaire-2 was administered, which includes 37 Likert scale items regarding dyslexia informed by conceptual change theory. Results indicated a complicated conceptualization of dyslexia. For some concepts, teachers either mostly held scientific conceptions or held misconceptions. For other concepts, teachers were either distributed between scientific conceptions, misconceptions, and/or unsure or responded differently depending upon whether the item contained a term versus an explanation of the term within the item. Although teachers’ amount of previous training and confidence did significantly predict dyslexia knowledge, years of experience did not. Implications for teacher training in dyslexia are discussed.
See MoreThis article was published outside of NWEA. The full text can be found at the link above.
Topics: Equity, Reading & language arts
Related Topics
COVID’s impact on science achievement: Trends from 2019 through 2024
This new report examines the pandemic’s impacts on academic achievement and gain in Science and continues ongoing research by NWEA® analyzing the degree to which the COVID-19 pandemic, and its associated school closures, influenced student learning.
Products: MAP Growth
Topics: COVID-19 & schools, Equity, Growth
Technical Brief – COVID’s impact on science achievement: Trends from 2019 through 2024
This is the accompanying technical brief to the new report (Covid’s impact on science achievement: Trends from 2019 through 2024) that examines the pandemic’s impacts on academic achievement and gain in Science and continues ongoing research by NWEA® analyzing the degree to which the COVID-19 pandemic, and its associated school closures, influenced student learning.
Products: MAP Growth
Topics: COVID-19 & schools, Equity, Growth
Reconciling Recent Evidence on Academic Recovery in the US from 2022 to 2023
A new analysis comparing latest NWEA and the Education Recovery Scorecard results to understand pandemic recovery, so far, and look at differences and similarities in those results.
Products: MAP Growth
Topics: COVID-19 & schools, Equity, Growth
English MAP Reading Fluency technical report
This technical report documents the processes and procedures employed by NWEA to build and support the English MAP Reading Fluency assessment.
Products: MAP Reading Fluency
Topics: Test design, Computer adaptive testing, Reading & language arts
NWEA research report examining the impacts of the pandemic’s disruptions to learning and the status of academic recovery. This report features data from the 2023-24 academic year and underscores that unfinished learning continues to be a challenge due to lower achievement gains compared to pre-pandemic trends. This report is part of series tracking the on-going impacts.
Products: MAP Growth
Topics: COVID-19 & schools, Equity, Growth
NWEA research report examining the impacts of the pandemic’s disruptions to learning and the status of academic recovery. This report features data from the 2023-24 academic year and underscores that unfinished learning continues to be a challenge due to lower achievement gains compared to pre-pandemic trends. This report is part of series tracking the on-going impacts.
Products: MAP Growth
Topics: COVID-19 & schools, Equity, Growth
MAP Reading Fluency with Coach Evidence Base
This document provides an overview of the research underlying MAP Reading Fluency with Coach’s AI-powered intelligent reading tutor and the research on key elements of early literacy instruction. It describes the components of the MAP Reading Fluency with Coach pedagogy and the research base supporting each component.
Products: MAP Reading Fluency
Topics: Early learning, Empowering educators, Innovations in reporting & assessment, Reading & language arts
