title: Teacher attitudes toward dyslexia: effects on teacher expectations and the academic achievement of students with dyslexia.
abstract: The present study examined teacher attitudes toward dyslexia and the effects of these attitudes on teacher expectations and the academic achievement of students with dyslexia compared to students without learning disabilities. The attitudes of 30 regular education teachers toward dyslexia were determined using both an implicit measure and an explicit, self-report measure. Achievement scores for 307 students were also obtained. Implicit teacher attitudes toward dyslexia related to teacher ratings of student achievement on a writing task and also to student achievement on standardized tests of spelling but not math for those students with dyslexia. Self-reported attitudes of the teachers toward dyslexia did not relate to any of the outcome measures. Neither the implicit nor the explicit measures of teacher attitudes related to teacher expectations. The results show implicit attitude measures to be a more valuable predictor of the achievement of students with dyslexia than explicit, self-report attitude measures.
authors.affiliation: University of Amsterdam, Department of EducationalScience, Nieuwe Prinsengracht 130, 1018 VZ Amsterdam, the Netherlands. T.E.Hornstra@uva.nl
authors.forename: Lisette
authors.initials: L
authors.lastname: Hornstra
authors.forename: Eddie
authors.initials: E
authors.lastname: Denessen
authors.forename: Joep
authors.initials: J
authors.lastname: Bakker
authors.forename: Linda
authors.initials: L
authors.lastname: van den Bergh
authors.forename: Marinus
authors.initials: M
authors.lastname: Voeten
mesh_terms: D000328:Adult; D001290:Attitude; D002648:Child; D004410:Dyslexia; D004522:Educational Status; D005178:Faculty; D005260:Female; D006801:Humans; D008297:Male; D013334:Students; D014956:Writing