{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,4]],"date-time":"2026-09-04T19:27:41Z","timestamp":1788550061673,"version":"build-2803163510"},"reference-count":107,"publisher":"Wiley","issue":"1","license":[{"start":{"date-parts":[[2025,12,4]],"date-time":"2025-12-04T00:00:00Z","timestamp":1764806400000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"},{"start":{"date-parts":[[2025,12,4]],"date-time":"2025-12-04T00:00:00Z","timestamp":1764806400000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/doi.wiley.com\/10.1002\/tdm_license_1.1"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Dyslexia"],"published-print":{"date-parts":[[2026,2]]},"abstract":"<jats:title>ABSTRACT<\/jats:title>\n                  <jats:p>\n                    Despite decades of research, misconceptions about developmental dyslexia remain widespread among those responsible for identifying and supporting affected children. Identifying the nature and persistence of these beliefs is essential to improving practice and policy. We conducted a scoping review to map the understanding of developmental dyslexia among teachers, parents and clinicians by identifying their beliefs about its features and interventions. The review included 95 studies on dyslexia features and 56 studies on dyslexia intervention. Thematic analyses identified several accurate beliefs (\n                    <jats:italic>n<\/jats:italic>\n                    \u2009=\u200917) across stakeholder groups (e.g., dyslexia is a neurological condition, early intervention is important) as well as false beliefs (\n                    <jats:italic>n<\/jats:italic>\n                    \u2009=\u20094) and partially correct beliefs (\n                    <jats:italic>n<\/jats:italic>\n                    \u2009=\u200918; e.g., dyslexia is a visual problem, dyslexia can be outgrown). Statistical analyses showed no significant differences in the prevalence of false beliefs between teachers, parents and clinicians. The findings suggest that misconceptions are rooted in the progressive scientific landscape of dyslexia research, highlighting the need for targeted professional development, improved dissemination of evidence\u2010based practices and further research to address gaps in understanding and practice.\n                  <\/jats:p>","DOI":"10.1002\/dys.70017","type":"journal-article","created":{"date-parts":[[2025,12,4]],"date-time":"2025-12-04T13:59:44Z","timestamp":1764856784000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":2,"title":["What Parents, Teachers and Clinicians Know About the Features of Developmental Dyslexia and Its Intervention: A Scoping Review"],"prefix":"10.1002","volume":"32","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-1117-3620","authenticated-orcid":false,"given":"B.","family":"Bollig","sequence":"first","affiliation":[{"name":"University of Western Australia  Perth Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"G.","family":"Coverdale","sequence":"additional","affiliation":[{"name":"University of Western Australia  Perth Australia"},{"name":"The Kids Research Institute Australia The University of Western Australia  Perth Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-5940-5211","authenticated-orcid":false,"given":"D.","family":"Bayliss","sequence":"additional","affiliation":[{"name":"University of Western Australia  Perth Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-1912-820X","authenticated-orcid":false,"given":"G.","family":"McArthur","sequence":"additional","affiliation":[{"name":"Australian Catholic University  Melbourne Australia"},{"name":"Dyslexia SPELD Foundation  Perth Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-6862-4694","authenticated-orcid":false,"given":"N. A.","family":"Badcock","sequence":"additional","affiliation":[{"name":"University of Western Australia  Perth Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2025,12,4]]},"reference":[{"key":"e_1_2_9_2_1","unstructured":"Albon E. Y.Adi andC.Hyde.2008.\u201cThe Effectiveness and Cost\u2010Effectiveness of Coloured Filters for Reading Disability: A Systematic Review.\u201d"},{"key":"e_1_2_9_3_1","unstructured":"Alhejji A.2023.\u201cGeneral and Special Education Teachers\u2019 Perceptions of Knowledge and Beliefs About Dyslexia.\u201dDoctoral Dissertation. 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M. C.Holden P.Kirby P. A.Thompson andM. O.Snowling.2024.\u201cTowards a Consensus on Dyslexia: Findings From a Delphi Study [Pre\u2010Print].\u201dhttps:\/\/osf.io\/preprints\/osf\/tb8mp.","DOI":"10.31219\/osf.io\/tb8mp"},{"key":"e_1_2_9_15_1","doi-asserted-by":"publisher","DOI":"10.1007\/s11881\u2010018\u20100163\u20100"},{"key":"e_1_2_9_16_1","doi-asserted-by":"publisher","DOI":"10.1007\/s11881\u2010023\u201000295\u20103"},{"key":"e_1_2_9_17_1","unstructured":"Cunningham M. A.2018.\u201cIdentifying Teachers\u2019 Perceptions and Beliefs of Dyslexia and the Inclusion of Students With Dyslexia in General Education (Publication No. 27721094).\u201dDoctoral Dissertation University of Houston\u2013Clear Lake. 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W.2020.\u201cBoth Sides of the Table: Schools and Families Aligning Expectations for Students With Dyslexia (Publication No. 27744514).\u201dDoctoral dissertation University of Pennsylvania. ProQuest Dissertations & Theses Global."},{"key":"e_1_2_9_42_1","unstructured":"Manja J.2018.\u201cA qualitative Examination of General Education Teacher Knowledge of Dyslexia and Teacher Self\u2010Efficacy in the Mirdiff School District of Dubai.\u201dDoctoral dissertation Northcentral University. ProQuest Dissertations and Theses. 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W.2014.\u201cTeachers\u2019 and Administrators\u2019 Perceptions About Reading Instruction of Students Identified With a Reading Diability in the Context of Making Adequate Yearly Progress (Publication Number 3636968) New England College\u201d."},{"key":"e_1_2_9_55_1","doi-asserted-by":"publisher","DOI":"10.1001\/archneurpsyc.1925.02200170002001"},{"key":"e_1_2_9_56_1","doi-asserted-by":"publisher","DOI":"10.1007\/s11881\u2010019\u201000187\u20105"},{"key":"e_1_2_9_57_1","doi-asserted-by":"publisher","DOI":"10.1007\/978-1-4419-9625-1_3"},{"key":"e_1_2_9_58_1","doi-asserted-by":"publisher","DOI":"10.3390\/brainsci12010087"},{"key":"e_1_2_9_59_1","doi-asserted-by":"publisher","DOI":"10.1080\/02699206.2019.1705916"},{"key":"e_1_2_9_60_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.neubiorev.2019.02.015"},{"key":"e_1_2_9_61_1","doi-asserted-by":"publisher","DOI":"10.11124\/JBIES\u201020\u201000167"},{"key":"e_1_2_9_62_1","doi-asserted-by":"publisher","DOI":"10.1007\/s11145\u2010024\u201010590\u2010z"},{"key":"e_1_2_9_63_1","doi-asserted-by":"publisher","DOI":"10.1093\/brain\/awg076"},{"key":"e_1_2_9_64_1","unstructured":"Reed L. O.2021.\u201cTransformative Literacy Practices: Preservice Teachers\u2019 Perceptions of Knowledge Skills and Self\u2010Efficacy About Literacy Instruction for Students With Language\u2010Based Disabilities.\u201dDoctoral dissertation Robert Morris University."},{"key":"e_1_2_9_65_1","doi-asserted-by":"publisher","DOI":"10.1037\/a0016158"},{"key":"e_1_2_9_66_1","doi-asserted-by":"publisher","DOI":"10.1002\/dys.331"},{"key":"e_1_2_9_67_1","doi-asserted-by":"publisher","DOI":"10.1002\/rrq.473"},{"key":"e_1_2_9_68_1","doi-asserted-by":"publisher","DOI":"10.1007\/s00221\u2010008\u20101568\u20105"},{"key":"e_1_2_9_69_1","doi-asserted-by":"publisher","DOI":"10.1002\/dys.1706"},{"key":"e_1_2_9_70_1","doi-asserted-by":"publisher","DOI":"10.3390\/brainsci11111510"},{"key":"e_1_2_9_71_1","doi-asserted-by":"publisher","DOI":"10.1080\/03054985.2020.1793545"},{"key":"e_1_2_9_72_1","doi-asserted-by":"publisher","DOI":"10.1542\/peds.104.6.1351"},{"key":"e_1_2_9_73_1","unstructured":"Simpson J. L.2023.\u201cA Qualitative Exploration of Reading Instruction: A Look Into the Experiences of Interrelated Special Education Teachers in Upper Elementary.\u201dDoctoral Dissertation Piedmont University."},{"key":"e_1_2_9_74_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1460\u20106984.2011.00081.x"},{"key":"e_1_2_9_75_1","doi-asserted-by":"publisher","DOI":"10.1007\/s11881\u2010024\u201000305\u2010y"},{"key":"e_1_2_9_76_1","doi-asserted-by":"publisher","DOI":"10.1002\/dys.185"},{"key":"e_1_2_9_77_1","doi-asserted-by":"publisher","DOI":"10.1111\/jcpp.13324"},{"key":"e_1_2_9_78_1","doi-asserted-by":"publisher","DOI":"10.1037\/bul0000037"},{"key":"e_1_2_9_79_1","doi-asserted-by":"publisher","DOI":"10.1007\/s11881\u2010015\u20100111\u20101"},{"key":"e_1_2_9_80_1","doi-asserted-by":"publisher","DOI":"10.1177\/002221948802101003"},{"key":"e_1_2_9_81_1","doi-asserted-by":"publisher","DOI":"10.3102\/00028312039002469"},{"key":"e_1_2_9_82_1","doi-asserted-by":"publisher","DOI":"10.1111\/cxo.12676"},{"key":"e_1_2_9_83_1","doi-asserted-by":"publisher","DOI":"10.3102\/0034654309350931"},{"key":"e_1_2_9_84_1","unstructured":"Sydeski R. T.2013.\u201cA Study of Special Education Teachers\u2019 Knowledge of Assistive Technology for Children With Reading Difficulties.\u201dDoctoral Dissertation Duquesne University. ProQuest Dissertations and Theses. UMI No. 3587587."},{"key":"e_1_2_9_85_1","doi-asserted-by":"publisher","DOI":"10.1177\/0022219414558123"},{"key":"e_1_2_9_86_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.ridd.2023.104590"},{"key":"e_1_2_9_87_1","doi-asserted-by":"publisher","DOI":"10.1007\/s00787\u2010015\u20100736\u2010y"},{"key":"e_1_2_9_88_1","doi-asserted-by":"publisher","DOI":"10.1177\/07419325040250040801"},{"key":"e_1_2_9_89_1","unstructured":"Tibbetts S. E.2020.\u201cAn examination of teachers\u2019 Self\u2010Efficacy When Working With Students With Dyslexia: A Qualitative Phenomenology Doctoral Dissertation Northcentral University.\u201dProQuest Dissertations and Theses. 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