Dyslexia Knowledge, Perceived Preparedness, and Professional Development Needs of In-Service Educators

Autor/in	Gonzalez, Michelle
Titel	Dyslexia Knowledge, Perceived Preparedness, and Professional Development Needs of In-Service Educators
Quelle	In: Annals of Dyslexia, 71 (2021) 3, S.547-567 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gonzalez, Michelle)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0736-9387
DOI	10.1007/s11881-021-00235-z
Schlagwörter	Dyslexia; Knowledge Level; Readiness; Faculty Development; Teacher Attitudes; Misconceptions; Inservice Teacher Education; New Jersey + Suchen Sie Ihr Suchwort? Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Wissensbasis; Lehrerverhalten; Missverständnis; Lehrerfortbildung
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01