Elementary Preservice Teacher Knowledge of and Experiences With Dyslexia in the Classroom

• In Event: Inquiry in the Early Years: Examinings in Elementary and Early Childhood Teacher Education

Abstract

This pilot study examines knowledge and experiences of elementary preservice teachers regarding dyslexia in the classroom. Results suggest that many preservice teachers’ experiences in the classroom have not modeled supportive practices. Elementary preservice teacher knowledge about dyslexia was varied, including a number of misconceptions regarding dyslexia and the instruction of dyslexic students in the classroom. Results of this study will be used to inform instruction related to dyslexia in one elementary education program, with the long-term goal of providing models of effective instruction.

Authors

• Elizabeth Ann Green, Montana State University

• Sarah E. Pennington, Montana State University