Exploring PRESERVICE teachers’ dyslexia Concept knowledge and Sources

Susan Chambre

Co-Presenters: Briana Marin

College: College of Education

Department: Special Education & Literacy

Abstract:

This study examines the relationships between dyslexia knowledge accuracy and knowledge sources of preservice teachers (PSTs) and in-service teachers (ISTs). Teachers' conceptual understanding of dyslexia plays a crucial role with regards to identification of students in need of support as well as classroom instruction. Limited research however has examined relationships between how dyslexia conceptual knowledge forms particularly in relation to knowledge sources. This research bridges that gap.

We also examine the role of knowledge sources on dyslexia misconception endorsement. Through a convergent parallel mixed-methods design, 76 PSTs and 10 graduate ISTs completed a researcher-created online dyslexia knowledge survey. The survey included multiple choice questions that assessed dyslexia knowledge of topics such as characteristics, prevalence, and instructional implications, as well as open-ended responses to identify knowledge sources.

Quantitative responses were analyzed through descriptive statistics and correlational analysis. Qualitative responses were examined via thematic analysis. Results indicate wide variability in various aspects of dyslexia knowledge across all participants. Participants demonstrated an accurate understanding that dyslexia is a neurobiological disability (71%), as well as its longevity (92%) and age of onset (96%). Moderate understanding was reported for dyslexia’s definition (52%) and instructional implications (53%). Low levels of knowledge were observed regarding dyslexia characteristics (25%), assessment/screening (20%), and prevalence (35%). Across all the module question responses, persistent misconceptions such as letter reversals and reading words backwards were often cited.

When examining knowledge sources, college coursework and popular media were the most frequently reported sources and were most frequently paired with dyslexia misconceptions.  Pearson correlation findings reveal low-to-moderate relationships between college coursework and popular media as knowledge sources and misconception endorsement, suggesting that these sources influence PSTs’ and ISTs’ conceptual understanding of dyslexia. For example, one PST wrote, “When I was younger on Disney Channel discussed dyslexia on a show. They discussed how it makes letters switch. B and d, m and w. This disability makes it difficult for children to read and write.” These findings underline the need for teacher preparation programs to re-examine instructional practices and re-design learning opportunities to support conceptual change and address harmful misconnections for future classroom teachers.