Using conceptual change theory to help preservice teachers understand dyslexia
Tiffany K Peltier1, Benjamin C Heddy2, Corey Peltier2
1Department of Educational Psychology, University of Oklahoma, Norman, OK, 73019-2041, USA. tpeltier@ou.edu.
Annals of Dyslexia
|February 28, 2020
Summary
A refutation text effectively improved preservice teachers' understanding of dyslexia compared to a standard text. This conceptual change in dyslexia knowledge was sustained over time, aiding teacher training.
Area of Science:
- Education
- Cognitive Psychology
- Special Education
Background:
- Teacher professional development increasingly mandates dyslexia awareness training.
- Widespread misconceptions about dyslexia hinder effective instruction.
- Limited research exists on methods to correct these misconceptions.
Purpose of the Study:
- To evaluate a refutation text, based on conceptual change theory, for its effectiveness in correcting preservice teacher misconceptions about dyslexia.
- To compare the refutation text's impact against a standard informational text on dyslexia.
Main Methods:
- Ninety-seven preservice teachers were randomly assigned to read either a refutation text or a control text (Dyslexia Basics).
- Conceptual change was measured using pretest, posttest, and delayed posttest assessments.
- A one-way repeated ANOVA analyzed differences in knowledge growth between the two groups.
Main Results:
- Both texts improved understanding, but the refutation text significantly outperformed the control text (η² = 0.33).
- The positive effects of the refutation text on dyslexia knowledge were maintained at a delayed posttest (η² = 0.175).
- Prior reading coursework did not influence the degree of conceptual change observed.
Conclusions:
- Refutation texts grounded in conceptual change theory are effective tools for correcting preservice teacher misconceptions about dyslexia.
- This approach offers a promising strategy for improving teacher preparedness in dyslexia education.
- Further research should explore the long-term impact and scalability of refutation texts in teacher training programs.
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