{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,16]],"date-time":"2026-10-16T23:48:49Z","timestamp":1792194529929,"version":"4.4.0"},"reference-count":39,"publisher":"Wiley","issue":"3","license":[{"start":{"date-parts":[[2018,7,17]],"date-time":"2018-07-17T00:00:00Z","timestamp":1531785600000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"DOI":"10.13039\/501100000269","name":"Economic and Social Research Council","doi-asserted-by":"publisher","award":["ES\/J500197\/1"],"award-info":[{"award-number":["ES\/J500197\/1"]}],"id":[{"id":"10.13039\/501100000269","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Dyslexia"],"published-print":{"date-parts":[[2018,8]]},"abstract":"<jats:p>\n                    Given that an estimated 5\u201310% of the worldwide population is said to have dyslexia, it is of great importance that teachers have an accurate understanding of what dyslexia is and how it effects their students. Using results from a large\u2010scale survey of teachers in England and in Wales (\n                    <jats:italic>N<\/jats:italic>\n                    \u00a0\u2248\u00a02,600), this paper demonstrates that teachers held a basic understanding of dyslexia, based on the behavioural issues that it is associated with. Teachers lacked the knowledge of the biological (i.e., neurological) and cognitive (i.e., processing) aspects of dyslexia. Moreover, a number of teachers mentioned visual factors in their description of dyslexia, despite there being inconclusive evidence to suggest a direct relationship between visual functioning and dyslexia. Further findings demonstrate the importance of good\u2010quality teacher training in increasing teachers' confidence working with those with dyslexia, while increasing their knowledge of the cognitive aspects of dyslexia. This paper argues that evidence\u2010based teacher training, which informs teachers of the up\u2010to\u2010date research on the biological, cognitive, and behavioural aspects of dyslexia, is essential to combat misconceptions and ensure that teachers have more nuanced and informed understandings of dyslexia.\n                  <\/jats:p>","DOI":"10.1002\/dys.1593","type":"journal-article","created":{"date-parts":[[2018,7,18]],"date-time":"2018-07-18T22:27:48Z","timestamp":1531952868000},"page":"207-219","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":82,"title":["What is dyslexia? An exploration of the relationship between teachers' understandings of dyslexia and their training experiences"],"prefix":"10.1002","volume":"24","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-7574-3090","authenticated-orcid":false,"given":"Cathryn","family":"Knight","sequence":"first","affiliation":[{"name":"School of Social Sciences Cardiff University  Cardiff UK"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2018,7,17]]},"reference":[{"key":"e_1_2_8_2_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1467-9817.2009.01419.x"},{"key":"e_1_2_8_3_1","doi-asserted-by":"publisher","DOI":"10.1177\/0022219410392048"},{"key":"e_1_2_8_4_1","doi-asserted-by":"publisher","DOI":"10.1126\/science.1231022"},{"key":"e_1_2_8_5_1","unstructured":"Caravolas M. Kirby A. Fawcett A. &Glendenning K.(2012).Research into dyslexia provision in Wales: Literature review on the state of research for children with dyslexia. Research document (058)."},{"key":"e_1_2_8_6_1","unstructured":"Children and Families Act. (2014).Children and Families Act 2014 Chapter 6. Retrieved fromhttp:\/\/www.legislation.gov.uk\/ukpga\/2014\/6\/pdfs\/ukpga_20140006_en.pdf(June 13 2017)."},{"key":"e_1_2_8_7_1","volume-title":"Reading lessons: The debate over literacy","author":"Coles G.","year":"1999"},{"key":"e_1_2_8_8_1","unstructured":"Department for Education. (2011).Teachers' Standards: Guidance for school leaders school staff and governing bodies. (Updated 2013). Retrieved fromhttps:\/\/www.gov.uk\/government\/uploads\/system\/uploads\/attachment_data\/file\/283566\/Teachers_standard_information.pdf"},{"key":"e_1_2_8_9_1","unstructured":"Department for Education. (2015).Carter review of initial teacher training. Retrieved fromhttps:\/\/www.gov.uk\/government\/publications\/carter\u2010review\u2010of\u2010initial\u2010teacher\u2010training(June 13 2017)."},{"key":"e_1_2_8_10_1","unstructured":"Department for Education. (2016).Schools pupils and their characteristics: January 2016. Retrieved fromhttps:\/\/www.gov.uk\/government\/uploads\/system\/uploads\/attachment_data\/file\/552342\/SFR20_2016_Main_Text.pdf(June 13 2017)."},{"key":"e_1_2_8_11_1","unstructured":"Department for Education and Skills. (2013).A review of initial teacher training in Wales: Professor Ralph Tabberer. Retrieved fromhttp:\/\/gov.wales\/docs\/dcells\/publications\/131007\u2010review\u2010of\u2010initial\u2010teacher\u2010training\u2010in\u2010wales\u2010en.pdf(June 13 2017)."},{"key":"e_1_2_8_12_1","doi-asserted-by":"publisher","DOI":"10.4135\/9781446263495"},{"key":"e_1_2_8_13_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1469-7610.2010.02310.x"},{"key":"e_1_2_8_14_1","unstructured":"Dyslexia Action. (2012).Dyslexia still matters: Dyslexia in our schools today: Progress challenges and solutions. Dyslexia Action York June 2012. Retrieved fromhttp:\/\/entrust.education\/Pages\/Download\/3BF4B368-D4D0-41A4-92E7-3B49B1B58168(July 10 2018)."},{"key":"e_1_2_8_15_1","doi-asserted-by":"publisher","DOI":"10.1017\/CBO9781139017824"},{"key":"e_1_2_8_16_1","volume-title":"Learning disabilities: From identification to intervention","author":"Fletcher J. 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