Changing Teacher’s Knowledge of Dyslexia
This interesting study found that pre-service teachers performed better on a test of dyslexia knowledge if they read a researcher-created text (that refuted common misconceptions of dyslexia) than if they read text that contained basic information about dyslexia. I think this has interesting implications for changing teacher (and maybe even administrator) perceptions. Citation: Peltier, T.K., Heddy, B.C. & Peltier, C. Using conceptual change theory to help preservice teachers understand dyslexia. Ann. of Dyslexia 70, 62–78 (2020). https://doi.org/10.1007/s11881-020-00192-z
(Very) Early Predictors of Phonological Awareness
The earlier a child can receive an intervention, the better. However, very early predictors of phonological awareness have never been explored. This study found that 2 year-olds who repeated made-up words more accurately had better phonological awareness 2 years later. While more research is needed, it would be interesting if these findings led to the development of a screener for 2 year-olds to predict their risk for later phonological awareness deficits. Citation: Erskine, M., Munson, B., & Edwards, J. (2020). Relationship between early phonological processing and later phonological awareness: Evidence from nonword repetition. Applied Psycholinguistics, 41(2), 319-346. doi:10.1017/S0142716419000547