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

• Published in: Dyslexia (Chichester, England) England), 2021-11, Vol.27 (4), p.510-524
• Main Authors: Mullikin, Katelyn, Stransky, Michelle, Tendulkar, Shalini, Casey, Mary, Kosinski, Karen
• Format: Article
• Language: English
• Subjects: Classroom Techniques; confidence; Dependent variables; Disabilities; Dyslexia; dyslexia knowledge; early elementary teachers; Education; Educational Opportunities; Educational Strategies; educational training; Elementary education; Elementary school teachers; Independent variables; Informal Education; Knowledge; Learning disabilities; Phonological awareness; Phonological processing; Phonology; Polls & surveys; preparedness; Professional development; Regression analysis; Regression models; Teacher attitudes; Teacher education; Teachers; Teaching; Teaching Experience; Teaching Methods; Training
• ISSN: 1076-9242; 1099-0909
• DOI: 10.1002/dys.1701

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.