Exploring PRESERVICE teachers’ dyslexia Concept knowledge and Sources

Susan Chambre

 Co-Presenters: Individual Presentation
College: College of Education
Department: School of Special Education and Literacy
 

Abstract:

This session presents findings from a mixed-methods investigation of preservice teachers’ (PST) dyslexia concepts and knowledge sources. This research contributes to better understanding how PST form and develop dyslexia concepts by exploring relationships between PST dyslexia knowledge sources and misconceptions. Relationships between PST dyslexia knowledge accuracy and myth adherence via qualitative comments are also explored. Findings challenge P-16 educators to address dyslexia misconceptions and supports conceptual changes about dyslexia among PST.PSTs responded to written questions in an online dyslexia learning module as part of an undergraduate literacy course. Relationships between PST self-reported dyslexia knowledge sources and concepts were examined through qualitative and quantitative group analysis. Frequency and coding counts were analyzed in addition to grounded theory analysis of qualitative PST comments. Relationships among dyslexia knowledge sources and concepts, and demographic factors were also explored.Preliminary findings indicate that a majority of PST correctly identify dyslexia characteristics; however, their explanations of dyslexia characteristics reveal misconceptions about the cause of dyslexia (e.g., it is caused by reading backwards or transposals). Findings also indicate that PST dyslexia misconceptions are related to dimensions such as lifespan, occurrence, and prevalence.Findings extend understandings related to the persistence of dyslexia misconceptions among PST. Increased awareness of misconception development challenges teacher preparatory programs to re-examine instructional practices and to design learning opportunities that counter damaging narratives about dyslexia, leading to persistent misconceptions or myths about dyslexia across P-16 settings. Implications for teacher preparation and future research are presented.