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Using a Refutation Text to Improve School-Based Speech-Language Pathologists' Knowledge of Dyslexia.

Hannah Krimm1, Emma Kate Thome2

  • 1Department of Communication Sciences and Special Education, University of Georgia, Athens.

Language, Speech, and Hearing Services in Schools
|September 9, 2025
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Summary
This summary is machine-generated.

Reading a refutation text significantly improved knowledge of dyslexia among school speech-language pathologists (SLPs). This educational approach enhanced understanding and reduced knowledge loss over time.

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Area of Science:

  • Educational Psychology
  • Neurodevelopmental Disorders
  • Speech-Language Pathology

Background:

  • Dyslexia is often misunderstood by the public and educators.
  • Refutation texts are effective tools for correcting misconceptions in science education.

Purpose of the Study:

  • To evaluate if reading a refutation text improves knowledge of dyslexia among school-based speech-language pathologists (SLPs).

Main Methods:

  • 37 school-based SLPs completed pretests, posttests, and maintenance tests on dyslexia knowledge.
  • Participants were randomly assigned to read either a refutation text or a comparison text about dyslexia.
  • Data were analyzed using a two-way mixed ANOVA.

Main Results:

  • Statistically significant main effects for testing time and group were observed.
  • The refutation text group showed significantly better dyslexia knowledge than the comparison group at posttest and maintenance.
  • The refutation text group exhibited less knowledge decay between posttest and maintenance.

Conclusions:

  • Refutation texts are more effective than standard comparison texts for enhancing school SLPs' knowledge of dyslexia.
  • This intervention aids in long-term knowledge retention regarding dyslexia.