Abstract
Educators are often blamed by dyslexia organizations and advocates for failing to provide appropriate reading instruction for students, including the identification and instruction of student with dyslexia. As a results, states are responding with legislation for how reading should be taught. This study focuses on including the voices of teacher educators, who largely were not included in the process of informing legislation. It sought to understand their: (a) beliefs about dyslexia; (b) self-efficacy for working with students with dyslexia and other reading challenges; and (c) perceptions about their programs and dyslexia legislation.
Recommended Citation
Roop, Teddy D. and Howe, Kathleen S.
(2022)
"Teacher Educators' Beliefs, Self-Efficacy, and Perceptions Related to Dyslexia: Phase I,"
Literacy Practice and Research: Vol. 47:
No.
3, Article 4.
Available at:
https://digitalcommons.fiu.edu/lpr/vol47/iss3/4
Included in
Language and Literacy Education Commons, Other Teacher Education and Professional Development Commons