Diagnose whether teachers hold misconceptions or uncertainties about dyslexia before designing training¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Because many states now mandate dyslexia training, the article implies teacher educators should first identify which dyslexia concepts teachers hold as misconceptions versus merely unsure, since "a different teaching approach is needed if an individual holds a misconception rather than an uncertainty." The study's questionnaire-based diagnosis of 524 teachers demonstrates this diagnostic step, showing that some concepts are mostly misconceptions while others show distributed or uncertain responses. Training can then target misconception restructuring where needed and knowledge-filling where teachers are simply unsure.

Design Implications¶

Context¶

Requirements¶

• A diagnostic instrument distinguishing scientific conceptions, misconceptions, and uncertainty, such as the Dyslexia Knowledge Questionnaire-2

Constraints¶

• Diagnosis results were concept-specific and item-format-sensitive in this Midwestern-state sample

Target Learners¶

• teachers requiring dyslexia training under state legislation

Target Learning Goals¶

• replacing dyslexia misconceptions with scientific conceptions and resolving uncertainty

Affordances¶

• Conceptual Change Misconception Versus Uncertainty

Related Strategies¶

Examples¶

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Key Sources¶

• Erin K. Washburn, Benjamin C. Heddy, Emily Binks-Cantrell, Tiffany Peltier. (2022). What do teachers know about dyslexia? It’s complicated! The State Education Standard. https://www.nwea.org/research/publication/what-do-teachers-know-about-dyslexia-its-complicated/