Adult Perceptions of Children with Dyslexia in the USA

Autor/inn/en	Castillo, Anabel; Gilger, Jeffrey W.
Titel	Adult Perceptions of Children with Dyslexia in the USA
Quelle	In: Annals of Dyslexia, 68 (2018) 3, S.203-217 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Castillo, Anabel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0736-9387
DOI	10.1007/s11881-018-0163-0
Schlagwörter	Dyslexia; Gender Differences; Ethnicity; Adults; Attitudes toward Disabilities; Factor Analysis; Individual Development; Biology; Genetics; Beliefs; Intervention; Consciousness Raising; Knowledge Level; Developmental Disabilities; Parent Background + Suchen Sie Ihr Suchwort? Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Geschlechterkonflikt; Ethnizität; Faktorenanalyse; Individuelle Entwicklung; Biologie; Humangenetik; Belief; Glaube; Bewusstseinsbildung; Wissensbasis; Entwicklungsstörung; Elternhaus
Abstract	This study examined adult perceptions of dyslexia among US adults. Participants (n = 623) answered survey questions pertaining to characteristics, views, and possible causes of DYS. Exploratory factor analysis revealed five distinct factors: (1) psychosocial causes, (2) external causes, (3) biological causes, (4) consequences, and (5) controllability. Three-way ANOVA's were conducted to determine the effects of ethnicity, gender, and parental status on how DYS was perceived. The results revealed ethnic, gender, and parental status differences. Males endorsed psychosocial causes and external causes more often than females. Those who self-identified as Asian viewed DYS as more controllable in comparison to Whites. Results also revealed a three-way interaction regarding controllability. Understanding the public's perceptions about developmental disorders helps distinguish true from erroneous beliefs, and understanding differences that may exist in particular groups can help implement targeted actions to improve awareness, care, and interventions for families. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01