"Dyslexia" in ABE: Beliefs and Consequences.

Autor/in	Kerr, Hugo
Titel	"Dyslexia" in ABE: Beliefs and Consequences.
Quelle	(1998), (65 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Adult Basic Education; Adult Educators; Dyslexia; Foreign Countries; Higher Education; Literature Reviews; Qualitative Research; Teacher Attitudes; Teacher Student Relationship; Teaching Methods; United Kingdom (Great Britain) + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Adult education teacher; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Qualitative Forschung; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Twelve adult basic education (ABE) providers who were pursuing a master of education degree by distance learning completed a questionnaire consisting of 39 open-ended questions about a wide range of aspects of dyslexia in ABE. Of the 12 respondents, 3 were convinced that dyslexia is real, 3 were unconvinced, and 6 were at least somewhat doubtful that it is a real neurological deficit. The respondents generally expressed an acute awareness of variability in dyslexia's "clinical picture" and the consequent difficulty in generalizing about it. Only six respondents offered a definition of dyslexia, and only one specifically stated that the condition is caused by a neurological deficit. Most of the definitions were highly unspecific. Opinion regarding the incidence of dyslexia varied widely: two respondents said it was 20-25% and over 25%, whereas one respondent said it was 1-5%. Most respondents were reluctant to assess students in ABE because they regarded assessment per se as threatening to the morale of students with a history of negative experiences in education. Only three respondents considered psychometric tests useful with ABE students. Respondents' expectations of students who had attracted a diagnosis of dyslexia were very limited: only four expected any progress at all. (Contains 150 references) (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC