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This study explored teacher misconceptions about dyslexia and special education policy. In recent years, concerns about teacher misconceptions about dyslexia have garnered national attention and led to federal-level policy clarifications and a rapid increase in dyslexia-related legislation in nearly every state in the nation. However, few empirical studies have been conducted that explored teacher knowledge that have sampled practicing teachers and none have examined knowledge of special education policy. To fill this gap in the literature, a survey was developed and sent to a census sample of teachers from 72 Florida districts. A total of 1,475 teachers from 65 school districts responded, a larger sample than all previous studies of teacher knowledge of dyslexia in the United State combined. Participants included 945 general education and 530 special education teachers. Findings revealed practicing teachers held significant misconceptions about dyslexia and special education policy, with 61.3% and 57% mean accuracy respectively. Misconceptions about dyslexia centered around the mistaken belief that it is a visual disorder that causes children see letters backward. Policy misconceptions centered around the process of identification within a Response to Intervention model. Implications and recommendations for research, policy, and practice are included.