Discerning Fact from Fiction: What Knowledge and Sense of Responsibility Do Pre-Service School Practitioners Have About Dyslexia?
AuthorWhite, Jennifer May
MetadataShow full item record
PublisherThe University of Arizona.
RightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction, presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
AbstractMore individuals are affected by dyslexia than any other learning disability. The success of students with dyslexia receiving early identification and evidence-based interventions is dependent upon the knowledge and skills of the school practitioners responsible for their academic programs. This study investigated knowledge of dyslexia and perceptions of responsibility by administering The Knowledge and Insights of Dyslexia Survey (KIDS) to 243 university students. Survey responses of students (n = 154) majoring in degrees in education (EM, n = 154) were compared to the survey responses of students majoring in degrees in architecture (NEM, n = 89). In addition, the results of EM responses were further examined between students majoring in General Education, Special Education, and School Psychology. The results indicated no significant differences in knowledge existed between EM and NEM or between General Education, Special Education, or School Psychology Majors. Analysis of individual survey items revealed significant differences between some majors on certain items. Generally speaking, the Special Education Majors had more correct responses than any other major. Overall, all participants knew the least about the treatment of dyslexia and demonstrated confusion about the components of appropriate instruction. Analysis of participant definitions revealed pervasive confusion about the characteristics of dyslexia with most believing myths that those with dyslexia “see and read backwards.” Additionally, EM majors rated themselves as being moderately responsible for educating students with dyslexia and believed Special Educators hold the greatest level of responsibility. Moreover, most EM felt unprepared to work with students with dyslexia. The results indicated a need for further preparation and instruction of school practitioners in knowledge about dyslexia, as well as how to provide explicit, systematic, evidence-based reading components for students with dyslexia.
Degree ProgramGraduate College