Knowledge and Beliefs about Developmental Dyslexia in Pre-Service and In-Service Spanish-Speaking Teachers

Autor/inn/en	Soriano-Ferrer, Manuel; Echegaray-Bengoa, Joyce; Joshi, R. Malathesa
Titel	Knowledge and Beliefs about Developmental Dyslexia in Pre-Service and In-Service Spanish-Speaking Teachers
Quelle	In: Annals of Dyslexia, 66 (2016) 1, S.91-110 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0736-9387
DOI	10.1007/s11881-015-0111-1
Schlagwörter	Foreign Countries; Spanish; Dyslexia; Preservice Teachers; Knowledge Level; Misconceptions; Teacher Competencies; Knowledge Base for Teaching; Teacher Surveys; Scores; Symptoms (Individual Disorders); Clinical Diagnosis; Intervention; Self Efficacy; Teaching Experience; Educational Attainment; Familiarity; Peru; Spain + Suchen Sie Ihr Suchwort? Ausland; Spanisch; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Wissensbasis; Missverständnis; Lehrkunst; Teaching theory; Theory of teaching; Unterrichtstheorie; Psychiatrische Symptomatik; Self-efficacy; Selbstwirksamkeit; Bildungsabschluss; Bildungsgut; Spanien
Abstract	The present study investigated knowledge, misconceptions, and lack of information about dyslexia among pre-service (PST) and in-service (IST) Spanish-speaking teachers in Spain and Peru. Two hundred and forty-six pre-service teachers and 267 in-service teachers completed the Knowledge and Beliefs about Developmental Dyslexia Scale (KBDDS). In-service teachers scored significantly higher on the total scale, and on the symptoms/diagnosis and general information subscales, than pre-service teachers. The percentages for misconceptions and lack of information ("do not know responses") were higher for PSTs than for ISTs on the general information subscale, the symptoms/diagnosis subscale, and the treatment subscale. Analyses of individual items were conducted to differentiate concepts that teachers did not know from misconceptions. In-service teacher self-efficacy, years of teaching experience, post-graduate training in dyslexia, and prior exposure to a child with dyslexia were positively related to knowledge about dyslexia. Implications for pre-service teacher training and professional development are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01