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Dyslexia knowledge, perceived preparedness, and professional development needs of in-service educators

Dyslexia knowledge, perceived preparedness, and professional development needs of in-service... The purpose of this study was to investigate New Jersey educators’ dyslexia knowledge and misconceptions, professional development perceptions and needs, and perceived preparedness regarding teaching students with dyslexia. A second purpose was to investigate what factors predicted New Jersey educators’ knowledge about dyslexia. A total of 705 in-service educators completed a survey about their dyslexia knowledge, perceived preparedness, and professional development perceptions. Participants had accurate overall knowledge about dyslexia, but some prevailing misconceptions were still present. The greatest predictor of dyslexia knowledge was years of experience in working with students with dyslexia. Reading specialists, educators with greater perceived preparedness and those educators who had training in multi-sensory approaches to instruction had significantly more dyslexia knowledge than other educators. Approximately half of the participants felt prepared to teach students with dyslexia and that working with students with dyslexia prepared them the most. Participants perceived that multi-sensory approaches were the most effective professional development and their undergraduate education was the least effective. Most participants were in support of further professional development on the topic of dyslexia. Implications for in-service educators’ professional development and future research directions are discussed. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Annals of Dyslexia Springer Journals

Dyslexia knowledge, perceived preparedness, and professional development needs of in-service educators

Annals of Dyslexia , Volume 71 (3) – Oct 1, 2021

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Publisher
Springer Journals
Copyright
Copyright © The International Dyslexia Association 2021
ISSN
0736-9387
eISSN
1934-7243
DOI
10.1007/s11881-021-00235-z
Publisher site
See Article on Publisher Site

Abstract

The purpose of this study was to investigate New Jersey educators’ dyslexia knowledge and misconceptions, professional development perceptions and needs, and perceived preparedness regarding teaching students with dyslexia. A second purpose was to investigate what factors predicted New Jersey educators’ knowledge about dyslexia. A total of 705 in-service educators completed a survey about their dyslexia knowledge, perceived preparedness, and professional development perceptions. Participants had accurate overall knowledge about dyslexia, but some prevailing misconceptions were still present. The greatest predictor of dyslexia knowledge was years of experience in working with students with dyslexia. Reading specialists, educators with greater perceived preparedness and those educators who had training in multi-sensory approaches to instruction had significantly more dyslexia knowledge than other educators. Approximately half of the participants felt prepared to teach students with dyslexia and that working with students with dyslexia prepared them the most. Participants perceived that multi-sensory approaches were the most effective professional development and their undergraduate education was the least effective. Most participants were in support of further professional development on the topic of dyslexia. Implications for in-service educators’ professional development and future research directions are discussed.

Journal

Annals of DyslexiaSpringer Journals

Published: Oct 1, 2021

Keywords: Dyslexia,; Dyslexia knowledge,; Dyslexia misconceptions,; Preparedness; Professional development

References