Informal preparation and years of experience: Key correlates of dyslexia knowledge among Massachusetts early elementary teachers.

IF 1.9 3区教育学 Q1 EDUCATION, SPECIAL

Dyslexia Pub Date : 2021-11-01 Epub Date: 2021-10-06 DOI:10.1002/dys.1701

Katelyn Mullikin, Michelle Stransky, Shalini Tendulkar, Mary Casey, Karen Kosinski

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引用次数: 2

Abstract

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: 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: 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: 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.

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非正式准备与多年经验:马萨诸塞州早期小学教师阅读障碍知识的关键相关关系。

背景:阅读障碍是一种影响语音加工的神经生物学疾病，以阅读和语音意识困难为特征。我们评估了马萨诸塞州小学早期教师阅读障碍知识与五个自变量之间的相关性。方法:采用两种已发布的评估工具设计问卷，对92名小学早期教师进行调查。使用单变量和多变量线性回归模型，我们评估了知识(因变量)与信心、准备感、教学经验年数、非正式教育和专业发展机会(自变量)之间的关系。结果:平均知识得分为68±14%;教师在对阅读障碍的认知、课堂管理/教学策略和一些阅读障碍特征的问题上表现最好。非正式教育和多年的教学经验始终与知识呈正相关。讨论和结论:正式培训和专业发展机会可能需要更具体地关注学习障碍和阅读障碍。教师也应就专业发展需要提供意见。我们的研究结果表明，需要进一步研究策略，以提高教育者对阅读障碍的认识，并评估结果。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Dyslexia Multiple-

CiteScore

3.90

自引率

9.10%

发文量

期刊介绍： DYSLEXIA provides reviews and reports of research, assessment and intervention practice. In many fields of enquiry theoretical advances often occur in response to practical needs; and a central aim of the journal is to bring together researchers and practitioners in the field of dyslexia, so that each can learn from the other. Interesting developments, both theoretical and practical, are being reported in many different countries: DYSLEXIA is a forum in which a knowledge of these developments can be shared by readers in all parts of the world. The scope of the journal includes relevant aspects of Cognitive, Educational, Developmental and Clinical Psychology Child and Adult Special Education and Remedial Education Therapy and Counselling Neuroscience, Psychiatry and General Medicine The scope of the journal includes relevant aspects of: - Cognitive, Educational, Developmental and Clinical Psychology - Child and Adult Special Education and Remedial Education - Therapy and Counselling - Neuroscience, Psychiatry and General Medicine