Department of Educational Psychology, University of Oklahoma, Norman, OK, 73019-2041, USA.
Ann Dyslexia. 2020 Apr;70(1):62-78. doi: 10.1007/s11881-020-00192-z. Epub 2020 Feb 26.
Recently, many states passed laws requiring pre- and in-service teachers to receive professional development in dyslexia awareness. Even though misconceptions regarding dyslexia are widespread, there is a paucity of research on how to effectively remove misconceptions and replace them with accurate knowledge. The purpose of this study was to determine whether a researcher-created refutation text grounded in conceptual change theory could produce significant conceptual change in preservice teacher knowledge of dyslexia when compared with a control text about dyslexia (Dyslexia Basics, International Dyslexia Association; IDA, 2018). A sample of preservice teachers (n = 97) was randomly assigned to either the Dyslexia Basics text (n = 48) or the refutation text (n = 49). A one-way repeated ANOVA was used to identify if growth rates from pretest to posttest were differential across conditions. Results suggest that while both texts affect conceptions, the refutation text outperformed the Dyslexia Basics text (n = 97), η = 0.33. Effects were maintained at a delayed posttest (n = 75), η = 0.175. Interaction effects suggested that the amount of reading coursework did not moderate conceptual change. Implications for facilitating conceptual change of dyslexia will be discussed.
最近，许多州都通过了要求学前和在职教师接受阅读障碍意识专业发展的法律。尽管人们对阅读障碍存在广泛的误解，但关于如何有效消除误解并用准确的知识取而代之的研究却很少。本研究的目的是确定一种由研究人员创建的基于概念转变理论的反驳文本，与关于阅读障碍的对照文本（国际阅读障碍协会的《阅读障碍基础》；IDA，2018 年）相比，是否能在阅读障碍方面为职前教师的知识带来显著的概念转变。一项针对职前教师（n=97）的样本被随机分配到阅读障碍基础文本组（n=48）或反驳文本组（n=49）。使用单向重复方差分析来确定在不同条件下，从前测到后测的增长率是否存在差异。结果表明，虽然这两个文本都影响了观念，但反驳文本的效果优于阅读障碍基础文本（n=97），η=0.33。在延迟的后测（n=75）中，效果仍得以维持，η=0.175。交互效应表明，阅读课程的数量并没有调节概念转变。将讨论促进阅读障碍概念转变的意义。
