The impact of an online training program on pre-service teachers’ knowledge and beliefs about dyslexia

References

• Alm, S., Låftman, S. B., Sandahl, J., & Modin, B. (2019). School effectiveness and students’ future orientation: A multilevel analysis of upper secondary schools in Stockholm, Sweden. Journal of Adolescence, 70(1), 62–73. doi:10.1016/j.adolescence.2018.11.007
   PubMedGoogle Scholar
• Al Otaiba, S., Rouse, A. G., & Baker, K. (2018). Elementary grade intervention approaches to treat specific learning disabilities, including dyslexia. Language, Speech & Hearing Services in Schools, 49(4), 829–842. doi:10.1044/2018_LSHSS-DYSLC-18-0022
   PubMed Web of Science ®Google Scholar
• Ballard, K., & Bates, A. (2008). Making a connection between student achievement, teacher accountability, and quality classroom instruction. The Qualitative Report, 13(4), 560–580. doi:10.46743/2160-3715/2008.1574
   Google Scholar
• Bell, S., McPhillips, T., & Doveston, M. (2011). How do teachers in Ireland and England conceptualise dyslexia? Journal of Research in Reading, 34(2), 171–192. doi:10.1111/j.1467-9817.2009.01419.x
   Web of Science ®Google Scholar
• Blackburne, L. K., Eddy, M. D., Kalra, P., Yee, D., Sinha, P., Gabrieli, J. D., & Lu, Z.-L. (2014). Neural correlates of letter reversal in children and adults. PLOS ONE, 9(5), e98386. doi:10.1371/journal.pone.0098386
   PubMed Web of Science ®Google Scholar
• Cameron, H., & Nunkoosing, K. (2012). Lecturer perspectives on dyslexia and dyslexic students within one faculty at one university in England. Teaching in Higher Education, 17(3), 341–352. doi:10.1080/13562517.2011.641002
   Web of Science ®Google Scholar
• Chambre, S. J., & Ness, M. K. (2023). Using multimodal virtual instruction to build preservice teachers’ knowledge of dyslexia. Leadership in Teaching and Learning, 1(1), 57–80. doi:10.14305/jn.19440413.2023.15.1.04
   Google Scholar
• Creswell, J. W. (2014). Research design qualitative, and mixed methods approaches (4th ed.). California: SAGE Publications Inc.
   Google Scholar
• Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57(3), 300–314. doi:10.1177/0022487105285962
   Web of Science ®Google Scholar
• Darling-Hammond, L., Holtzman, D. J., Gatlin, S. J., & Heilig, J. V. (2005). Does teacher preparation matter? Evidence about teacher certification, teach for America, and teacher effectiveness. Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas, 13, 1–48. doi:10.14507/epaa.v13n42.2005
   Google Scholar
• Ehri, L. C. (2020). The science of learning to read words: A case for systematic phonics instruction. Reading Research Quarterly, 55(1), 45–60. doi:10.1002/rrq.334
   Google Scholar
• Ferrer, E., Shaywitz, B. A., Holahan, J. M., Marchione, K. E., Michaels, R., & Shaywitz, S. E. (2015). Achievement gap in reading is present as early as first grade and persists through adolescence. The Journal of Pediatrics, 167(5), 1121–1125. doi:10.1016/j.jpeds.2015.07.045
   PubMed Web of Science ®Google Scholar
• Fletcher, J. M., Lyon, G. R., Fuchs, L. S., & Barnes, M. A. (2006). Learning disabilities: From identification to intervention. New York: Guilford Press.
   Google Scholar
• Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915–945. doi:10.3102/00028312038004915
   Web of Science ®Google Scholar
• Gersten, R., Fuchs, L. S., Compton, D., Coyne, M., Greenwood, C., & Innocenti, M. S. (2005). Quality indicators for group experimental and quasi-experimental research in special education. Exceptional children, 71(2), 149–164. doi:10.1177/001440290507100202
   Web of Science ®Google Scholar
• Guskey, T. R. (2003). What makes professional development effective? Phi Delta Kappan, 84(10), 748–750. doi:10.1177/003172170308401007
   Web of Science ®Google Scholar
• Hirschi, A., Niles, S. G., & Akos, P. (2011). Engagement in adolescent career preparation: Social support, personality and the development of choice decidedness and congruence. Journal of Adolescence, 34(1), 173–182. doi:10.1016/j.adolescence.2009.12.009
   PubMed Web of Science ®Google Scholar
• Hulme, C., & Snowling, M. J. (2016). Reading disorders and dyslexia. Current Opinion in Pediatrics, 28(6), 731–735. doi:10.1097/MOP.0000000000000411
   PubMed Web of Science ®Google Scholar
• İskender, H. (2023). İkiliğin Ötesinde: Türkçenin Merceğinden Bir İmla Derinliği Muhakemesi [Beyond Binary: Rethinking Orthographic Depth Through the Lens of Turkish Orthography]. Journal of Language and Literature Studies, 28, 380–391. doi:10.30767/diledeara.1349832
   Google Scholar
• Izzati, I., & Cheng, J. L. A. (2022). Knowledge of dyslexia among teacher trainees in Malaysia. Journal of Cognitive Sciences and Human Development, 8(2), 54–76. doi:10.33736/jcshd.4685.2022
   Google Scholar
• Jones, A. L., Holtgraves, T. G., & Sander, J. B. (2019). Attitudes and knowledge of future teachers to identify struggling readers. The Teacher Educator, 54(1), 46–59. doi:10.1080/08878730.2018.1490842
   Google Scholar
• Kaplan, L., & Owings, W. A. (2001). Teacher quality and student achievement: recommendations for principals. NASSP Bulletin, 85(628), 64–73. doi:10.1177/019263650108562808
   Google Scholar
• Knight, C. (2018). What is dyslexia? An exploration of the relationship between teachers’ understandings of dyslexia and their training experiences. Dyslexia, 24(3), 207–219. doi:10.1002/dys.1593
   PubMed Web of Science ®Google Scholar
• Lehmann, E. L. (1998). Nonparametrics: Statistical methods based on ranks. Upper Saddle River, NJ: Prentice-Hall.
   Google Scholar
• Linde, I., Sarva, E., & Daniela, L. (2023). The impact of an online professional development course on teachers’ comprehension and self-efficacy in developing students’ self-regulated learning skills. Sustainability, 15(12), 9408. doi:10.3390/su15129408
   Web of Science ®Google Scholar
• Mills, J. R., & Clarke, M. (2017). Dyslexia and the need for teacher training: A collaborative three-pronged approach between a University and a Community Partner. Leadership and Research in Education, 4(1), 77–89.
   Google Scholar
• Mizell, H. (2010). The central office must evolve. The Journal for Staff Development, 31(3), 46–48.
   Google Scholar
• Newton, D. A., & Dell, A. G. (2010). Assistive technology. Journal of Special Education Technology, 25(2), 57–61. doi:10.1177/016264341002500205
   Google Scholar
• OECD. (2017). PISA 2015 Results (Volume III): Students’ Well-Being. PISA: OECD Publishing. doi:10.1787/9789264273856-en
   Google Scholar
• Padillo, G. G., Manguilimotan, R. P., Capuno, R. G., & Espina, R. C. (2021). Professional development activities and teacher performance. International Journal of Education and Practice, 9(3), 497–506. doi:10.18488/journal.61.2021.93.497.506
   Google Scholar
• Preston, A. I., Wood, C. L., & Stecker, P. M. (2016). Response to intervention: Where it came from and where it’s going. Preventing School Failure: Alternative Education for Children & Youth, 60(3), 173–182. doi:10.1080/1045988X.2015.1099196
   Web of Science ®Google Scholar
• Rief, S. F., & Stern, J. (2010). The dyslexia checklist: A practical reference for parents and teachers (Vol. 3). San Francisco: John Wiley & Sons.
   Google Scholar
• Rogers, J., & Révész, A. (2020). Experimental and quasi-experimental designs. In P. A. Duff & E. U. Ushioda (Eds.), The Routledge handbook of research methods in applied linguistics (pp. 133–143). Abingdon, UK: Routledge.
   Google Scholar
• Scanlon, D. M., Vellutino, F. R., Small, S. G., Fanuele, D. P., & Sweeney, J. M. (2005). Severe reading difficulties-can they be prevented? A comparison of prevention and intervention approaches. Exceptionality, 13(4), 209–227. doi:10.1207/s15327035ex1304_3
   Google Scholar
• Scott, T. M. (2017). Training classroom management with preservice special education teachers: Special education challenges in a general education world. Teacher Education and Special Education, 40(2), 97–101. doi:10.1177/0888406417699051
   Web of Science ®Google Scholar
• Seitz, L. (2010). Student attitudes toward reading: A case study. Journal of Inquiry & Action in Education, 3(2), 30–44.
   Google Scholar
• Sendag, S., & Gedik, N. (2015). Yuksekogretim donusumunun eşiğinde Türkiye’de öğretmen yetiştirme sorunları: Bir model onerisi [Problems in teacher preparation on the verge of transformation of higher education in Turkey: A model proposal]. Eğitim Teknolojisi Kuram Ve Uygulama [Educational Technology Theory and Practice], 5(1), 72–91. doi:10.17943/etku.35232
   Google Scholar
• Serry, T., Rose, M., & Liamputtong, P. (2014). Reading recovery teachers discuss reading recovery: A qualitative investigation. Australian Journal of Learning Difficulties, 19(1), 61–73. doi:10.1080/19404158.2014.909862
   Google Scholar
• Shaywitz, S. E., & Shaywitz, B. A. (2005). Dyslexia (specific reading disability). Biological psychiatry, 57(11), 1301–1309. doi:10.1016/j.biopsych.2005.01.043
   PubMed Web of Science ®Google Scholar
• Shieh, G., Jan, S.-L., & Randles, R. H. (2010). Power and sample size determinations for the Wilcoxon signed-rank test. Journal of Statistical Computation and Simulation, 80(8), 829–840. doi:10.1080/00949650903559734
   Google Scholar
• Siegel, L., & Hurford, D. (2019). The case against discrepancy models in the evaluation of dyslexia. Perspectives of Language and Literacy, 45(1), 23–28. doi:10.1044/persp2.45.1.23
   Google Scholar
• Slavin, R. E., Lake, C., Davis, S., & Madden, N. A. (2011). Effective programs for struggling readers: A best-evidence synthesis. Educational Research Review, 6(1), 1–26. doi:10.1016/j.edurev.2010.07.002
   Web of Science ®Google Scholar
• Soriano-Ferrer, M., & Echegaray-Bengoa, J. A. (2014). A scale of knowledge and beliefs about developmental dyslexia: Scale development and validation. Procedia – Social & Behavioral Sciences, 132, 203–208. doi:10.1016/j.sbspro.2014.04.299
   Google Scholar
• Soriano-Ferrer, M., Echegaray-Bengoa, J., & Joshi, R. M. (2016). Knowledge and beliefs about developmental dyslexia in pre-service and in-service Spanish-speaking teachers. Annals of Dyslexia, 66(1), 91–110. doi:10.1007/s11881-015-0111-1
   PubMed Web of Science ®Google Scholar
• Sullivan, G. M., & Feinn, R. (2012). Using effect size—or why the P value is not enough. Journal of Graduate Medical Education, 4(3), 279–282. doi:10.4300/JGME-D-12-00156.1
   PubMedGoogle Scholar
• Sümer, H. M., & Altindağ, K. Ö. (2020). Knowledge and beliefs of classroom teachers about dyslexia: The case of teachers in Turkey. European Journal of Special Needs Education, 36(4), 1–17. doi:10.1080/08856257.2020.1779980
   Web of Science ®Google Scholar
• Sümer-Dodur, H. M., & Altındağ-Kumaş, Ö. (2021). Disleksi Bilgi ve İnanç Ölçeğinin Geçerlik ve Güvenirlik Çalışması. Kalem Eğitim ve İnsan Bilimleri Dergisi [Kalem Education and Human Sciences Journal], 11(1/20), 21–38. doi:10.23863/kalem.2020.160
   Google Scholar
• Tosun, D., Arıkan, S., & Babür, N. (2021). Teachers’ knowledge and perception about dyslexia: Developing and validating a scale. International Journal of Assessment Tools in Education, 8(2), 342–356. doi:10.21449/ijate.684672
   Web of Science ®Google Scholar
• Treiman, R., Gordon, J., Boada, R., Peterson, R. L., & Pennington, B. F. (2014). Statistical learning, letter reversals, and reading. Scientific Studies of Reading, 18(6), 383–394. doi:10.1080/10888438.2013.873937
   PubMed Web of Science ®Google Scholar
• Wagner, R. K., Zirps, F. A., Edwards, A. A., Wood, S. G., Joyner, R. E., Becker, B. J., & Beal, B. (2020). The prevalence of dyslexia: A new approach to its estimation. Journal of Learning Disabilities, 53(4), 354–365. doi:10.1177/0022219420920377
   PubMedGoogle Scholar
• Washburn, E. K., Joshi, R. M., & Cantrell, E. B. (2011). Are preservice teachers prepared to teach struggling readers? Annals of Dyslexia, 61(1), 21–43. doi:10.1007/s11881-010-0040-y
   PubMed Web of Science ®Google Scholar
• Yin, L., Joshi, R. M., & Yan, H. (2020). Knowledge about dyslexia among early literacy teachers in China. Dyslexia, 26(3), 247–265. doi:10.1002/dys.1635
   PubMed Web of Science ®Google Scholar
• Yurdakal, İ. H., & Kırmızı, F. S. (2015). Elementary teacher candidates’ level of knowledge on dyslexia (Case of Pamukkale University). Procedia-Social and Behavioral Sciences, 191, 963–968. doi:10.1016/j.sbspro.2015.04.699
   Google Scholar