Conocimiento del profesorado sobre las dificultades específicas de aprendizaje en lectura y escritura

  1. Remedios Guzmán Rosquete 1
  2. Ana Delia Correa Piñero 1
  3. Carmen Nuria Arvelo Rosales 1
  4. Bárbara Abreu Pérez 1
  1. 1 Universidad de La Laguna
    info

    Universidad de La Laguna

    San Cristobal de La Laguna, España

    ROR https://ror.org/01r9z8p25

Journal:
Revista de investigación educativa, RIE

ISSN: 0212-4068

Year of publication: 2015

Volume: 33

Issue: 2

Pages: 289-302

Type: Article

DOI: 10.6018/RIE.33.2.211101 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

Abstract

Specific Learning Disabilities (SLD) have generated much interest from educators and recent legislative reform has led to changes in this concept. The role of teachers in the prevention, detection and intervention of these disorders requires specific knowledge. This study analyses preschool and primary school teacher knowledge of general information, symptoms/diagnoses and interventions on reading and writing SLD (SLD-R and W) and its relationship with initial training and general or specific teaching experience. A sample of 149 teachers completed a survey including demographic questions (11) and a scale of knowledge on SLD-R and W (38 items). Results of the survey reveal that teachers have a greater degree of knowledge regarding intervention, erroneous conceptions of symptoms/diagnoses and knowledge gaps regarding general information. No relationship was found between training and experience and this knowledge. Conclusions reached highlight some practical repercussions: erroneous conceptions of symptoms may negatively affect the identification of SLD-R and W students, attention to risk factors and early intervention. It may also increase the risk of inappropriate counselor referrals and ineffective interventions.

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