Persistence of common myths and misconceptions regarding dyslexia among preservice teacher populations
Research Mentor(s)
Thistle, Jennifer
Description
Twenty-two preservice teachers within one year of graduating teacher certification programs were surveyed for this study. Using 14 True/False style questions that addressed the nature of dyslexia and the appropriateness of different supports a classroom teacher may be expected to provide, the researchers found that preservice teachers demonstrated a strong understanding of the basic nature of dyslexia. However, the population surveyed demonstrated a weak understanding of the relationship between dyslexia, visual deficits, and subsequent methods of support.
Document Type
Event
Start Date
17-5-2018 9:00 AM
End Date
17-5-2018 12:00 PM
Department
Communication Sciences and Disorders
Genre/Form
student projects, posters
Subjects – Topical (LCSH)
Dyslexia; Learning disabilities; Student teachers--Training of; Social learning
Type
Image
Rights
Copying of this document in whole or in part is allowable only for scholarly purposes. It is understood, however, that any copying or publication of this documentation for commercial purposes, or for financial gain, shall not be allowed without the author's written permission.
Language
English
Format
application/pdf
Persistence of common myths and misconceptions regarding dyslexia among preservice teacher populations
Twenty-two preservice teachers within one year of graduating teacher certification programs were surveyed for this study. Using 14 True/False style questions that addressed the nature of dyslexia and the appropriateness of different supports a classroom teacher may be expected to provide, the researchers found that preservice teachers demonstrated a strong understanding of the basic nature of dyslexia. However, the population surveyed demonstrated a weak understanding of the relationship between dyslexia, visual deficits, and subsequent methods of support.