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What Do Preservice Teachers from the USA and the UK Know about Dyslexia?
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What this work says
Outgoing claims: the papers this work cites, builds on, or argues with.
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Prevalence of Reading Disability in Boys and Girls
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Prevalence of reading disability in boys and girls. Results of the Connecticut Longitudinal Study
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How dyslexic teenagers cope: an investigation of self-esteem, coping and depression
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Are they just lazy? Student teachers' attitudes about dyslexia
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Teacher knowledge of basic language concepts and dyslexia
inferredcites →https://doi.org/10.1007/bf02648156openalex-snapshot
The missing foundation in teacher education: Knowledge of the structure of spoken and written language
inferredcites →https://doi.org/10.1007/s11145-009-9162-1openalex-snapshot
Knowledge foundations for teaching reading and spelling
inferredcites →https://doi.org/10.1007/s11881-001-0007-0openalex-snapshot
Perceptions and knowledge of preservice and inservice educators about early reading instruction
inferredcites →https://doi.org/10.1007/s11881-003-0003-7openalex-snapshot
Measuring teachers’ content knowledge of language and reading
inferredcites →https://doi.org/10.1007/s11881-010-0040-yopenalex-snapshot
Are preservice teachers prepared to teach struggling readers?
inferredcites →https://doi.org/10.1016/j.biopsych.2003.12.019openalex-snapshot
Development of left occipitotemporal systems for skilled reading in children after a phonologically- based intervention
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The Prevention of Reading Difficulties
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Reading disability in boys and girls: No evidence for a differential genetic etiology
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The role of instruction in learning to read: Preventing reading failure in at-risk children.
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Preventing reading failure in young children with phonological processing disabilities: Group and individual responses to instruction.
inferredcites →https://doi.org/10.1038/nn946openalex-snapshot
The role of neuroscience in the remediation of students with dyslexia
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Specific reading disability (dyslexia): what have we learned in the past four decades?
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Dyslexia: What Teachers Need to Know
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The Research-Practice Divide in Beginning Reading
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Dyslexia‐friendly schools and parent partnership: inclusion and home–school relationships
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Teachers' Knowledge of Literacy Concepts, Classroom Practices, and Student Reading Growth
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Peter Effect in the Preparation of Reading Teachers
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The Dyslexia Simulation: Impact and Implications
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Teachers' Understandings of Dyslexia: Implications for educational psychology practice
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Developing Measures of Content Knowledge for Teaching Reading
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How do teachers in Ireland and England conceptualise dyslexia?
inferredcites →https://doi.org/10.1111/j.1469-7610.2006.01725.xopenalex-snapshot
Children at family risk of dyslexia: a follow‐up in early adolescence
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inferredcites →https://doi.org/10.1146/annurev.psych.59.103006.093633openalex-snapshot
The Education of Dyslexic Children from Childhood to Young Adulthood
inferredcites →https://doi.org/10.1177/0022219409338738openalex-snapshot
A Literacy Tutoring Experience for Prospective Special Educators and Struggling Second Graders
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Handbook of Communication Competence
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Introduction to response to intervention: What, why, and how valid is it?
inferredcites →https://doi.org/10.1598/rt.60.6.1openalex-snapshot
Dyslexia and the Brain: What Does Current Research Tell Us?
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Preventing Reading Difficulties in Young Children
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Reading Difficulties and Dyslexia: An Interpretation for Teachers
inferredcites →https://doi.org/10.4324/9780203448526openalex-snapshot
Handbook of Orthography and Literacy
inferredcites →https://doi.org/10.4324/9780203837306.ch6openalex-snapshot
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inferredcites →https://doi.org/10.4324/9780203858462openalex-snapshot
Reading and Dyslexia in Different Orthographies
inferredcites →https://doi.org/10.4324/9780203858462-17openalex-snapshot
Unimpaired reading development and dyslexia across different languages
inferredcites →https://doi.org/10.53841/bpsecp.1995.12.1.6openalex-snapshot
Dyslexia: can we have a shared theoretical framework?
inferredcites →https://doi.org/10.5840/discourse2001118openalex-snapshot
The Special Educational Needs and Disability Act
inferredcites →https://doi.org/10.5860/choice.51-5366openalex-snapshot
Digest of Education Statistics
inferredcites →https://doi.org/10.7551/mitpress/4945.003.0018openalex-snapshot
Conceptual and Methodological Issues in Dyslexia Research: A Lesson for Developmental Disorders
What points at this work
Incoming claims: where this work appears in other papers’ reference lists and arguments.
inferred← citeshttps://doi.org/10.1002/dys.1593openalex-snapshot
What is dyslexia? An exploration of the relationship between teachers' understandings of dyslexia and their training experiences
inferred← citeshttps://doi.org/10.1002/dys.1635openalex-snapshot
Knowledge about dyslexia among early literacy teachers in China
inferred← citeshttps://doi.org/10.1002/dys.1651openalex-snapshot
Teachers' beliefs in inclusive education and the attributional responses toward students with and without specific learning difficulties
inferred← citeshttps://doi.org/10.1002/dys.1653openalex-snapshot
Preservice educators' and noneducators' knowledge and perceptions of responsibility about dyslexia
inferred← citeshttps://doi.org/10.1002/dys.1690openalex-snapshot
K‐2 principal knowledge (not leadership) matters for dyslexia intervention
inferred← citeshttps://doi.org/10.1002/dys.1696openalex-snapshot
Primary school teachers' readiness in identifying children with dyslexia: A national survey in Sri Lanka
inferred← citeshttps://doi.org/10.1002/dys.1705openalex-snapshot
Saudi public primary school teachers' knowledge and beliefs about developmental dyslexia
inferred← citeshttps://doi.org/10.1002/dys.1743openalex-snapshot
A Delphi study exploring the barriers to dyslexia diagnosis and support: A parent's perspective
inferred← citeshttps://doi.org/10.1002/dys.1746openalex-snapshot
Factors contributing to realizing valuable goals of students with dyslexia in higher education
inferred← citeshttps://doi.org/10.1002/dys.1765openalex-snapshot
Technical adequacy of measuring teachers' knowledge of dyslexia
inferred← citeshttps://doi.org/10.1002/dys.70005openalex-snapshot
Second Language Teachers' Knowledge and Beliefs About Dyslexia: Turkish Context
inferred← citeshttps://doi.org/10.1002/dys.70037openalex-snapshot
Dyslexia Knowledge, Attitudes and Self‐Efficacy Among Chinese Mainstream School Teachers
inferred← citeshttps://doi.org/10.1002/rrq.357openalex-snapshot
Translational Science: A Road Map for the Science of Reading
inferred← citeshttps://doi.org/10.1002/trtr.1830openalex-snapshot
Dyslexia: What Reading Teachers Need to Know
inferred← citeshttps://doi.org/10.1007/978-3-319-31235-4_6openalex-snapshot
Intervention and Assessment of Spelling Skills in LD Classrooms
inferred← citeshttps://doi.org/10.1007/978-94-6300-082-6_3openalex-snapshot
Connecting Research and Practice through Teacher Knowledge
inferred← citeshttps://doi.org/10.1007/s11145-015-9598-4openalex-snapshot
Measuring teachers’ knowledge of vocabulary development and instruction
inferred← citeshttps://doi.org/10.1007/s11145-022-10264-8openalex-snapshot
What do teachers know about dyslexia? It’s complicated!
inferred← citeshttps://doi.org/10.1007/s11145-022-10311-4openalex-snapshot
Linguistic awareness and dyslexia beliefs among teachers of students who are blind or visually impaired
inferred← citeshttps://doi.org/10.1007/s11145-023-10486-4openalex-snapshot
Norwegian classroom teachers’ and specialized “resource” teachers’ dyslexia knowledge
inferred← citeshttps://doi.org/10.1007/s11145-026-10899-xopenalex-snapshot
Brazilian teachers’ knowledge of dyslexia, language, and literacy instruction
inferred← citeshttps://doi.org/10.1007/s11881-015-0111-1openalex-snapshot
Knowledge and beliefs about developmental dyslexia in pre-service and in-service Spanish-speaking teachers
inferred← citeshttps://doi.org/10.1007/s11881-016-0127-1openalex-snapshot
The effect of a specialized dyslexia font, OpenDyslexic, on reading rate and accuracy
inferred← citeshttps://doi.org/10.1007/s11881-018-0163-0openalex-snapshot
Adult perceptions of children with dyslexia in the USA
inferred← citeshttps://doi.org/10.1007/s11881-020-00192-zopenalex-snapshot
Using conceptual change theory to help preservice teachers understand dyslexia
inferred← citeshttps://doi.org/10.1007/s11881-021-00235-zopenalex-snapshot
Dyslexia knowledge, perceived preparedness, and professional development needs of in-service educators
inferred← citeshttps://doi.org/10.1007/s11881-025-00349-8openalex-snapshot
Feasibility of an online module to prepare pre-service teachers to serve students with dyslexia
inferred← citeshttps://doi.org/10.1007/s11881-026-00367-0openalex-snapshot
Development and validation of the dyslexia assessment and intervention scale to measure dyslexia knowledge
inferred← citeshttps://doi.org/10.1016/j.aula.2016.01.001openalex-snapshot
Conocimientos de los maestros acerca de la dislexia del desarrollo: implicaciones educativas
inferred← citeshttps://doi.org/10.1016/j.childyouth.2024.107881openalex-snapshot
Do dyslexia laws help students with visual impairments receive needed reading supports? A mixed-methods approach
inferred← citeshttps://doi.org/10.1016/j.cognition.2021.104701openalex-snapshot
On the matter of essence
inferred← citeshttps://doi.org/10.1016/j.ijer.2025.102709openalex-snapshot
Misconceptions about neurodevelopmental disorders among Italian special education teachers: A mixed-methods study
inferred← citeshttps://doi.org/10.1016/j.ridd.2024.104713openalex-snapshot
The experience of parenting a child with dyslexia – A UK perspective with single parents
inferred← citeshttps://doi.org/10.1016/j.tine.2023.100219openalex-snapshot
Neuromyths: Misconceptions about neurodevelopment by Italian teachers.
inferred← citeshttps://doi.org/10.1044/2025_lshss-24-00133openalex-snapshot
Using a Refutation Text to Improve School-Based Speech-Language Pathologists' Knowledge of Dyslexia
inferred← citeshttps://doi.org/10.1051/e3sconf/202015909006openalex-snapshot
Is dyslexia real or simply a myth in education context?
inferred← citeshttps://doi.org/10.1080/00313831.2021.1958373openalex-snapshot
Assessment of Dyslexia – Why, When, and with What?
inferred← citeshttps://doi.org/10.1080/02702711.2015.1133464openalex-snapshot
Pre-Service Teachers are Competent in Phonological Processing Skills: How to Teach the Science of Reading
inferred← citeshttps://doi.org/10.1080/08856257.2020.1779980openalex-snapshot
Knowledge and beliefs of classroom teachers about dyslexia: the case of teachers in Turkey
inferred← citeshttps://doi.org/10.1080/08878730.2018.1490842openalex-snapshot
Attitudes and Knowledge of Future Teachers to Identify Struggling Readers
inferred← citeshttps://doi.org/10.1080/19404158.2015.1089916openalex-snapshot
What’s in a word? Australian experts’ knowledge, views and experiences using the term dyslexia
inferred← citeshttps://doi.org/10.1080/19404158.2020.1743730openalex-snapshot
Australian preservice teachers and early reading instruction
inferred← citeshttps://doi.org/10.1080/23311886.2022.2132673openalex-snapshot
An exploration of primary caregivers’ knowledge of dyslexia, awareness of the problems, and supports for elementary school children in Nigeria
inferred← citeshttps://doi.org/10.1093/elt/ccag046openalex-snapshot
What do EFL teachers know about dyslexia? Evidence from Türkiye
inferred← citeshttps://doi.org/10.1111/1467-8578.12174openalex-snapshot
An exploration of teachers’ agency and social relationships within dyslexia‐support provision in an English secondary school
inferred← citeshttps://doi.org/10.1111/1467-8578.12516openalex-snapshot
Neuromyths about dyscalculia and dyslexia among educators in the UK
inferred← citeshttps://doi.org/10.1111/1471-3802.12627openalex-snapshot
Attitude and knowledge of dyslexia among elementary school teachers in Turkey
inferred← citeshttps://doi.org/10.1111/bjep.70103openalex-snapshot
Are teachers' knowledge of dyslexia, perceived teaching ability and warmth during teaching related to Chinese students' reading development?
inferred← citeshttps://doi.org/10.1111/ejed.12647openalex-snapshot
Dyslexia awareness among English language teachers in Türkiye
inferred← citeshttps://doi.org/10.1111/mbe.12303openalex-snapshot
Neuromyths About Neurodevelopmental Disorders: Misconceptions by Educators and the General Public
inferred← citeshttps://doi.org/10.1177/1086296x18784759openalex-snapshot
“We Know for a Fact”: Dyslexia Interventionists and the Power of Authoritative Discourse
inferred← citeshttps://doi.org/10.1177/1538192717697591openalex-snapshot
Knowledge and Beliefs About Developmental Dyslexia: A Comparison Between Pre-Service and In-Service Peruvian Teachers
inferred← citeshttps://doi.org/10.1177/2381336918786889openalex-snapshot
“Wrestling With the Politics and Ideology”: Teacher Educators’ Responses to Dyslexia Discourse and Legislation
inferred← citeshttps://doi.org/10.12697/eha.2017.5.2.08openalex-snapshot
The manifestation of student teachers’ knowledge, understanding, emotions, and experiences in their essays about special needs
inferred← citeshttps://doi.org/10.12794/metadc1538691openalex-snapshot
Prevalence and Proportionality of Dyslexia in Texas Public and Charter School Districts
inferred← citeshttps://doi.org/10.13187/ejced.2023.2.535openalex-snapshot
Teachers' Knowledge about Students with Dyslexia and Professional Development
inferred← citeshttps://doi.org/10.1371/journal.pone.0259019openalex-snapshot
Public misconceptions about dyslexia: The role of intuitive psychology
inferred← citeshttps://doi.org/10.14305/jn.19440413.2023.15.1.04openalex-snapshot
Using Multimodal Virtual Instruction to Build Preservice Teachers’ Knowledge of Dyslexia
inferred← citeshttps://doi.org/10.16888/interd.2022.39.3.15openalex-snapshot
Repercusión en la autoeficacia docente de los términos “dislexia” y “dificultad específica del aprendizaje en lectura”
inferred← citeshttps://doi.org/10.18178/ijlt.1.1.64-68openalex-snapshot
Exploring Satisfaction Towards Web Text Reading Among Dyslexic and Normal Learners
inferred← citeshttps://doi.org/10.18239/ocnos_2022.21.2.2973openalex-snapshot
Diseño y validación de una escala para la identificación de la dislexia al inicio de Educación Primaria
inferred← citeshttps://doi.org/10.18290/rh257311.6sopenalex-snapshot
Awareness of Dyslexia Among Pre-service EFL Teachers: A contrastive Analysis Across Educational Contexts
inferred← citeshttps://doi.org/10.18510/hssr.2020.8189openalex-snapshot
TEACHERS’ FAMILIARITY AND PRACTICES OF DYSLEXIA ASSOCIATED WITH WEAK WORKING MEMORY IN SAUDI ARABIA
inferred← citeshttps://doi.org/10.18666/ldmj-2020-v25-i1-9552openalex-snapshot
Dyslexia Around the World: A Snapshot
inferred← citeshttps://doi.org/10.19090/pp.v15i2.2373openalex-snapshot
The effect of a dyslexia-specific Cyrillic font, LexiaD, on reading speed: further exploration in adolescents with and without dyslexia
inferred← citeshttps://doi.org/10.22158/wjer.v6n4p442openalex-snapshot
A Comparison of Teachers Perceptions, Misconceptions, and Teaching of Students with Dyslexia
inferred← citeshttps://doi.org/10.26529/cepsj.1432openalex-snapshot
Undergraduate and Graduate Students' Beliefs about Dyslexia: Implications for Initial Foreign Language Teacher Education
inferred← citeshttps://doi.org/10.31219/osf.io/ej6ryopenalex-snapshot
Knowledge and Opinions of General Education Teachers on the effectiveness of Differentiated Teaching in Children with Dyslexia
inferred← citeshttps://doi.org/10.31592/aeusbed.1218927openalex-snapshot
Sınıf Öğretmeni Adaylarının Okuma ve Yazma Güçlüklerini Belirleme Düzeylerinin İncelenmesi
inferred← citeshttps://doi.org/10.3389/feduc.2020.615791openalex-snapshot
Advancing School Professionals’ Dyslexia Knowledge Through Neuroscience: Bridging the Science-Education Gap Through Developmental Psychology
inferred← citeshttps://doi.org/10.3389/feduc.2024.1468923openalex-snapshot
Identifying sources of preservice teachers’ dyslexia knowledge to guide teacher education
inferred← citeshttps://doi.org/10.3389/fpsyg.2017.01314openalex-snapshot
Dispelling the Myth: Training in Education or Neuroscience Decreases but Does Not Eliminate Beliefs in Neuromyths
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An Attempt to Correct Erroneous Ideas Among Teacher Education Students: The Effectiveness of Refutation Texts
inferred← citeshttps://doi.org/10.3390/computers8010019openalex-snapshot
Automatic Correction of Arabic Dyslexic Text
inferred← citeshttps://doi.org/10.3390/educsci10100278openalex-snapshot
Geography Teachers’ Knowledge of and Perceptions on Dyslexia
inferred← citeshttps://doi.org/10.3390/educsci15040442openalex-snapshot
A Comparative Analysis of Preservice Teachers’ Knowledge of Reading Instruction and Their Confidence in Supporting Struggling Readers: A Study of India and England
inferred← citeshttps://doi.org/10.3390/socsci15050330openalex-snapshot
How Gains in Learning Disability Knowledge Enhance Pre-Service Teachers’ Self-Efficacy Through Attitudinal Shifts
inferred← citeshttps://doi.org/10.35207/later.1296792openalex-snapshot
Pre-service EFL Teachers’ Knowledge and Beliefs about Developmental Dyslexia: Implications for EFL Teacher Training
inferred← citeshttps://doi.org/10.3991/ijet.v16i09.19653openalex-snapshot
Using Virtual Reality (VR) in Teaching Students with Dyslexia
inferred← citeshttps://doi.org/10.4018/978-1-7998-2132-8.ch019openalex-snapshot
Demystifying the Online Program Development Process
inferred← citeshttps://doi.org/10.4018/979-8-3373-1340-5.ch010openalex-snapshot
Understanding Dyslexia in Multilingual Environments
inferred← citeshttps://doi.org/10.4102/sajce.v12i1.1228openalex-snapshot
Development and validation of a teacher awareness questionnaire about dyslexia
inferred← citeshttps://doi.org/10.4102/sajce.v13i1.1104openalex-snapshot
South African professionals and developmental dyslexia: Knowledge, needs and perspectives
inferred← citeshttps://doi.org/10.4102/sajce.v13i1.1228openalex-snapshot
Development and validation of a teacher awareness questionnaire about dyslexia
inferred← citeshttps://doi.org/10.4103/ijmh.ijmh_16_20openalex-snapshot
Dyslexia: Literacy among school teachers in Perambalur, Tamil Nadu, India
inferred← citeshttps://doi.org/10.5121/ije.2020.8407openalex-snapshot
A Literature Review on Geography Teachers’ Knowledge of and Attitudes Towards Dyslexia
inferred← citeshttps://doi.org/10.53841/bpsecp.2018.35.1.13openalex-snapshot
An exploration of practitioner educational psychologists’ understandings and practice in relation to dyslexia
inferred← citeshttps://doi.org/10.53902/jpssr.2023.03.000556openalex-snapshot
An Online Approach for Dyslexia Screening to Test a Child
inferred← citeshttps://doi.org/10.5433/2236-6407.2019v10n3p121openalex-snapshot
Construção e validação de instrumento para avaliar conhecimentos de universitários sobre transtorno específico da aprendizagem
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Early Childhood Educators’ Perceptions of Dyslexia and Ability to Identify Students At-Risk
inferred← citeshttps://doi.org/10.55517/mrr.1156815openalex-snapshot
TIP FAKÜLTESİ SON SINIF ÖĞRENCİLERİNİN DİSLEKSİ KONUSUNDA BİLGİ DÜZEYLERİ
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“What If We Were Committed to Giving Every Individual the Servicesand Opportunities They Need?” Teacher Educators’ Understandings,Perspectives, and Practices Surrounding Dyslexia
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Continuing the Debate: A Response to the Literacy Research Association’s Dyslexia Research Report
inferred← citeshttps://doi.org/10.9734/indj/2023/v20i2392openalex-snapshot
Knowledge and Awareness of Elementary School Teachers about Reading Disability (Dyslexia) in Kingdom of Saudi Arabia, Medina 2018
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