Conhecimento de professores em formação sobre a dislexia

Marcela Fulanete Corrêa; Jéssica Moreira Fonseca; Maria Cecília Assis Araújo

doi:10.30715/doxa.v27i00.21091

Authors

Marcela Fulanete Corrêa Universidade Federal do Vale do São Francisco https://orcid.org/0000-0001-8340-8092
Jéssica Moreira Fonseca Universidade Federal do Vale do São Francisco https://orcid.org/0009-0007-1551-3684
Maria Cecília Assis Araújo Universidade Federal do Vale do São Francisco https://orcid.org/0009-0009-5911-7856

DOI:

https://doi.org/10.30715/doxa.v27i00.21091

Keywords:

Dyslexia, Teacher training, Teacher knowledge, Learning difficulties, Higher education

Abstract

This study assessed pre-service teachers’ knowledge about dyslexia and examined whether undergraduate training in dyslexia is associated with such knowledge. The sample included 276 undergraduate students in Pedagogy from public higher education institutions in Brazil. All participants completed a sociodemographic questionnaire and a translated version of the Knowledge and Beliefs about Developmental Dyslexia Scale (KBDDS). According to the results, the participants demonstrated accurate knowledge about nature, causes, outcomes, and symptomatology of dyslexia. However, misconceptions, e.g. the belief that dyslexia results from visual deficits, and a lack of knowledge about evidence-based interventions were also found. Undergraduate training in dyslexia was significantly associated with knowledge about the disorder. These findings highlight gaps in the initial training of future teachers and suggest that Pedagogy curricula should incorporate evidence-based content on dyslexia.

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Author Biographies

Marcela Fulanete Corrêa, Universidade Federal do Vale do São Francisco

Federal University of the São Francisco Valley (UNIVASF), Petrolina – Pernambuco (PE) – Brazil. Ph.D. in Psychology from the Federal University of Minas Gerais (UFMG) and Professor in the Psychology Program at the Federal University of the São Francisco Valley (UNIVASF). She currently coordinates the Literacy Studies Laboratory (LEA) and conducts research in the fields of cognitive development and language.

Jéssica Moreira Fonseca, Universidade Federal do Vale do São Francisco

Federal University of the São Francisco Valley (UNIVASF), Petrolina – Pernambuco (PE) – Brazil. Bachelor’s degree in Psychology from UNIVASF. Her research interests include Cognitive Psychology and School and Educational Psychology, with an emphasis on literacy, learning difficulties, and neurodevelopmental disorders.

Maria Cecília Assis Araújo, Universidade Federal do Vale do São Francisco

Federal University of the São Francisco Valley (UNIVASF), Petrolina – Pernambuco (PE) – Brazil. Undergraduate student in Psychology at the Federal University of the São Francisco Valley (UNIVASF). Her research interests include Cognitive Psychology, learning, language, and cognitive development.

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