ERIC Number: EJ928420
Record Type: Journal
Publication Date: 2011-May
Abstractor: As Provided
Reference Count: 83
How Do Teachers in Ireland and England Conceptualise Dyslexia?
Bell, Sheena; McPhillips, Therese; Doveston, Mary
Journal of Research in Reading, v34 n2 p171-192 May 2011
This paper presents the findings of a comparative study using data from questionnaire surveys carried out in England (n = 57) and Ireland (n = 72). The researchers examine how teachers and teaching assistants who are currently teaching pupils with dyslexia in primary schools describe dyslexia and what may have influenced their conceptualisation. The paper examines teachers' responses both in terms of how they view their pupils presenting difficulties in the classroom, and how far they link these to underlying differences in cognitive processing. The researchers suggest ways in which this might influence their teaching in terms of methodology. Findings have been mapped to the Morton and Frith causal modelling framework. The implications of these findings for the training and support of teachers are discussed in the light of recent national initiatives to improve the teaching of dyslexic pupils in both countries.
Descriptors: Dyslexia, Foreign Countries, Comparative Analysis, Teaching Assistants, Comparative Education, Questionnaires, Elementary School Teachers, Cognitive Processes, Attitudes toward Disabilities, Teacher Attitudes, Teacher Response, Special Needs Students, Classroom Techniques, Accessibility (for Disabled)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: Ireland; United Kingdom (England)