Teacher attitudes toward dyslexia: Effects on teacher expectations and the academic achievement of students with dyslexia

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Publication year
2010Number of pages
15 p.
Source
Journal of Learning Disabilities, 43, 6, (2010), pp. 515-529ISSN
Publication type
Article / Letter to editor

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Organization
SW OW PWO [owi]
SW OZ BSI OLO
SW OZ BSI OE
Former Organization
SW OW PWO (owi)
Journal title
Journal of Learning Disabilities
Volume
vol. 43
Issue
iss. 6
Languages used
English (eng)
Page start
p. 515
Page end
p. 529
Subject
Learning and PlasticityAbstract
The present study examined teacher attitudes toward dyslexia and the effects of these attitudes on teacher expectations and the academic achievement of students with dyslexia compared to students without learning disabilities. The attitudes of 30 regular education teachers toward dyslexia were determined using both an implicit measure and an explicit, self-report measure. Achievement scores for 307 students were also obtained. Implicit teacher attitudes toward dyslexia related to teacher ratings of student achievement on a writing task and also to student achievement on standardized tests of spelling but not math for those students with dyslexia. Self-reported attitudes of the teachers toward dyslexia did not relate to any of the outcome measures. Neither the implicit nor the explicit measures of teacher attitudes related to teacher expectations. The results show implicit attitude measures to be a more valuable predictor of the achievement of students with dyslexia than explicit, self-report attitude measures.
This item appears in the following Collection(s)
- Academic publications [203856]
- Electronic publications [102283]
- Faculty of Social Sciences [27309]
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