Event Title

Persistence of common myths and misconceptions regarding dyslexia among preservice teacher populations

Research Mentor(s)

Jennifer Thistle

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

Location

Communication Sciences and Disorders

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

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May 17th, 9:00 AM May 17th, 12:00 PM

Persistence of common myths and misconceptions regarding dyslexia among preservice teacher populations

Communication Sciences and Disorders

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.