Norwegian classroom teachers’ and specialized “resource” teachers’ dyslexia knowledge

Abstract

Students with reading difficulties such as dyslexia receive most of their instruction in mainstream classrooms, but many teachers feel inadequately prepared to teach students with dyslexia and/or report that dyslexia was inadequately addressed in their training. However, depending on a school’s organization, it may be sufficient that classroom teachers know enough to realize when to ask for support with identification and accommodation from specialized teachers with greater knowledge. In the present study we first investigate dyslexia knowledge in a sample of Norwegian upper-elementary-school teachers (N = 269). Second, we examine whether specialized (“resource”) teachers are more knowledgeable about dyslexia than classroom teachers. Finally, we explore whether teaching experience and having encountered reading-related themes in formal training predict dyslexia knowledge. Overall, we find that only a small share of teachers holds misconceptions about dyslexia. However, a notable proportion of them are uncertain, especially regarding the role of visual deficits in dyslexia. Somewhat surprisingly, resource teachers have only marginally higher dyslexia knowledge than classroom teachers. Finally, neither experience nor reading-related course content in formal training are substantial predictors of dyslexia knowledge. The large extent of uncertainty concerning dyslexia suggests a need to reconsider teacher training curriculum and opportunities for teacher professional development.