Presented by:
Lily Van Putten, University of the Pacific
Valerie F. McDaniel, University of the Pacific
Nalanda Chakraborty, University of the Pacific
Key Statement:
Dyslexia affects 5-20% of the U.S. population and there are no unifying laws. This survey explores the variations in dyslexia knowledge across the country.
Abstract:
Dyslexia is a learning disability that affects 5-20% of the population in the U.S. and impacts reading and spelling skills. There are no federal laws concerning criteria for dyslexia diagnosis and laws surrounding this topic vary from state to state. This survey aims to understand differences in knowledge and understanding of educators across the United States. Anticipated findings may suggest inter-state differences in educators’ dyslexia knowledge. Furthermore, states with more comprehensive laws are expected to have educators with greater understanding and knowledge of dyslexia. This work was completed with Valerie F. McDaniel, PhD., CCC-SLP, MT-BC and Nalanda Chakraborty, Ph.D., CCC-SLP.
Keywords:
Dyslexia, Understanding, Educators
Learning Outcomes:
1. Learners will identify 1-2 differences between state criteria for identification of students with dyslexia.
2. Learners will assess their knowledge of how to effectively work with students who have dyslexia.
3. Learners will be able to provide definitions and examples of evidence-based practices for dyslexia.
Hear it from the author:
TRANSCRIPT:
Dyslexia affects between 14.5 to 43.5 million people. However, it is not discussed much if at all in educator preparation programs. This research aims to better understand what educators know about dyslexia symptoms, their dyslexia training, as well as their experiences working with dyslexic students. The survey found that most educators hold some misconceptions or inaccurate beliefs about dyslexia symptoms such as dyslexic students reading letters and words backwards or that it is a visual deficit. Also, most educators have limited or no training in evidence-based dyslexia interventions, and there is a wide range of comfort levels in working with these students. With the findings of this study, we hope to provide guidance for the development of comprehensive assessment and intervention polices across the United States. This will help both educators and dyslexic students. Educators will learn what to do to help dyslexic students succeed and students will have the support they need to do their best in school.
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