Informal preparation and years of experience: Key correlates of dyslexia knowledge among Massachusetts early elementary teachers.
confidence
dyslexia knowledge
early elementary teachers
educational training
preparedness
Journal
Dyslexia (Chichester, England)
ISSN: 1099-0909
Titre abrégé: Dyslexia
Pays: England
ID NLM: 9511375
Informations de publication
Date de publication:
Nov 2021
Nov 2021
Historique:
revised:
18
08
2021
received:
14
01
2021
accepted:
20
09
2021
pubmed:
7
10
2021
medline:
10
11
2021
entrez:
6
10
2021
Statut:
ppublish
Résumé
Dyslexia is a neurobiological condition affecting phonological processing and characterized by reading and phonological awareness difficulties. We assessed correlations between dyslexia knowledge and five independent variables among early elementary teachers in Massachusetts. We designed a survey based on two published assessment tools and surveyed 92 early elementary teachers. Using univariate and multivariate linear regression models, we assessed the relationships among knowledge (dependent variable) and confidence, feelings of preparedness, years of teaching experience, informal education and professional development opportunities (independent variables). The mean knowledge score was 68 ± 14%; teachers performed best on questions about perceptions of dyslexia, classroom management/teaching strategies and some dyslexia characteristics. Informal education and years of teaching experience were consistently positively associated with knowledge. Formal training and professional development opportunities may need to focus more specifically on learning disabilities and dyslexia. Teachers should also have input on professional development needs. Our findings suggest a need for additional studies on strategies to improve educator knowledge of dyslexia and assess outcomes.
Sections du résumé
BACKGROUND
BACKGROUND
Dyslexia is a neurobiological condition affecting phonological processing and characterized by reading and phonological awareness difficulties. We assessed correlations between dyslexia knowledge and five independent variables among early elementary teachers in Massachusetts.
METHODS
METHODS
We designed a survey based on two published assessment tools and surveyed 92 early elementary teachers. Using univariate and multivariate linear regression models, we assessed the relationships among knowledge (dependent variable) and confidence, feelings of preparedness, years of teaching experience, informal education and professional development opportunities (independent variables).
RESULTS
RESULTS
The mean knowledge score was 68 ± 14%; teachers performed best on questions about perceptions of dyslexia, classroom management/teaching strategies and some dyslexia characteristics. Informal education and years of teaching experience were consistently positively associated with knowledge.
DISCUSSION AND CONCLUSIONS
CONCLUSIONS
Formal training and professional development opportunities may need to focus more specifically on learning disabilities and dyslexia. Teachers should also have input on professional development needs. Our findings suggest a need for additional studies on strategies to improve educator knowledge of dyslexia and assess outcomes.
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
510-524Subventions
Organisme : AHRQ HHS
ID : T32 HS022242
Pays : United States
Informations de copyright
© 2021 John Wiley & Sons Ltd.
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