Graduate School of Education, Binghamton University, NY, USA.
Dyslexia. 2014 Feb;20(1):1-18. doi: 10.1002/dys.1459. Epub 2013 Aug 15.
The purpose of the study was to examine the knowledge base of preservice teachers from the USA and the UK of dyslexia as a language-based learning disability. A survey (both US and UK versions) was constructed using current research-based understandings of dyslexia as a language-based learning disability. One hundred and one preservice teachers from the USA and 70 preservice teachers from the UK were administered the survey. Results indicated that participants in the two groups demonstrated some similar accurate knowledge about dyslexia as well as displaying some common misunderstandings about dyslexia. Recommendations concerning preservice teacher preparation and professional development for in-service teachers about dyslexia as well as future research directions are discussed.
本研究旨在考察来自美国和英国的职前教师对阅读障碍（一种基于语言的学习障碍）的知识基础。该研究采用了当前对阅读障碍（一种基于语言的学习障碍）的基于研究的理解，构建了一项调查（美国和英国版本）。101 名来自美国的职前教师和 70 名来自英国的职前教师参与了这项调查。结果表明，两组参与者对阅读障碍的一些准确的知识有一些相似之处，同时对阅读障碍也存在一些共同的误解。讨论了有关阅读障碍的职前教师准备和在职教师专业发展以及未来研究方向的建议。
