Teachers’ Understandings, Perspectives, and Experiences of Dyslexia:

Jo Worthy; Samuel DeJulio; Natalie Svrcek; Doris Ann Villarreal; Christine Derbyshire; Kira LeeKeenan; Molly Trinh Wiebe; Catherine Lammert; Jessica Cira Rubin; Cori Salmerón

doi:10.1177/2381336916661529

Teachers’ Understandings, Perspectives, and Experiences of Dyslexia:

Jo Worthy, Samuel DeJulio, Natalie Svrcek, Doris Ann Villarreal, Christine Derbyshire, Kira LeeKeenan, Molly Trinh Wiebe, Catherine Lammert, Jessica Cira Rubin, Cori Salmerón

Research output: Contribution to journal › Article › peer-review

Original language	American English
Journal	Literacy Research: Theory, Method, and Practice
Volume	65
DOIs	https://doi.org/10.1177/2381336916661529
State	Published - Nov 1 2016
Externally published	Yes

Disciplines

Psychology
Curriculum and Instruction

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10.1177/2381336916661529License: Unspecified

Cite this

@article{5c81fe6810414a499e6edaca311616c2,

title = "Teachers{\textquoteright} Understandings, Perspectives, and Experiences of Dyslexia:",

author = "Jo Worthy and Samuel DeJulio and Natalie Svrcek and Villarreal, {Doris Ann} and Christine Derbyshire and Kira LeeKeenan and Wiebe, {Molly Trinh} and Catherine Lammert and Rubin, {Jessica Cira} and Cori Salmer{\'o}n",

note = "Dyslexia policy and practice have been rapidly outpacing research. Due to legislation and media attention, schools are under pressure to attend to dyslexia, but research provides few clear answers about characteristics, identification, or instruction. Most dyslexia research takes place outside literacy education, and teachers' perspectives are heard only when their knowledge is questioned.",

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doi = "10.1177/2381336916661529",

language = "American English",

volume = "65",

journal = "Literacy Research: Theory, Method, and Practice",

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T1 - Teachers’ Understandings, Perspectives, and Experiences of Dyslexia:

AU - Worthy, Jo

AU - DeJulio, Samuel

AU - Svrcek, Natalie

AU - Villarreal, Doris Ann

AU - Derbyshire, Christine

AU - LeeKeenan, Kira

AU - Wiebe, Molly Trinh

AU - Lammert, Catherine

AU - Rubin, Jessica Cira

AU - Salmerón, Cori

N1 - Dyslexia policy and practice have been rapidly outpacing research. Due to legislation and media attention, schools are under pressure to attend to dyslexia, but research provides few clear answers about characteristics, identification, or instruction. Most dyslexia research takes place outside literacy education, and teachers' perspectives are heard only when their knowledge is questioned.

PY - 2016/11/1

Y1 - 2016/11/1

UR - https://journals.sagepub.com/doi/abs/10.1177/2381336916661529

U2 - 10.1177/2381336916661529

DO - 10.1177/2381336916661529

M3 - Article

VL - 65

JO - Literacy Research: Theory, Method, and Practice

JF - Literacy Research: Theory, Method, and Practice

ER -

Teachers’ Understandings, Perspectives, and Experiences of Dyslexia:

Disciplines

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