Educator Knowledge and Perception of Dyslexia: A Survey Study

Purpose: This study used survey methodology to explore the attitudes about and knowledge of dyslexia among primary and secondary school educators (general education teachers, education specialists, and administrators). Method: The Dyslexia Belief Index survey was adapted and distributed by e-mail to 380 administrators and 5,173 other individuals employed within school districts in Eastern Idaho (Regions 4, 5, and 6), with 659 responses received. The questions fell within the broad categories of attitudes, behavior, cognition, language and literacy, and misconceptions related to dyslexia. Demographic data are reported, as well as associations between respondents' current job classification and self-reported attitudes about and knowledge of dyslexia. Results: Overall, attitudes toward dyslexia were positive across groups, agreeing that providing accommodations is appropriate and that individuals with dyslexia have the potential to succeed. General education teachers demonstrated less certainty in distinguishing whether statements about dyslexia were true or false than education specialists and administrators. Conclusions: Education specialists (special education teachers, counselors, school psychologists, speech-language pathologists, and social workers) demonstrated the most accurate knowledge of dyslexia. Misconceptions and gaps in knowledge were observed across job classifications. Implications, limitations, and future directions are discussed.