Lay Knowledge of Dyslexia

Adrian Furnham

doi:10.4236/psych.2013.412136

Abstract

This study looks at the extent to which lay people believe many myths associated with dyslexia. It examined attitudes and beliefs about the causes, manifestations and treatments for dyslexia in a British population sample. A community sample of 380 participants (158 Male; 212 Female) completed a 62-item questionnaire on their attitudes to, and beliefs about, dyslexia. The statements were derived from various “dyslexia facts and myths” websites set up to help people understand dyslexia; academic research papers; and in-depth exploratory interviews with non-specialist people regarding their understanding of dyslexia. Item analysis showed participants were poorly informed about many aspects of dyslexia. Factor analysis returned a structure of latent attitudes in five factors (Characteristics, Biological and Social Causes, Treatment and Prevention). Regression analysis revealed that participant political orientation and education (formal and informal acquaintances with dyslexia sufferers) were the best predictors of attitudes concerning the behavioural manifestations, aetiology and treatments of dyslexia. Limitations and implications of this research were considered.

Highlights

Dyslexia is a term used by professionals to denote significant and persistent reading difficulties that affect 10% - 15% of English speaking populations (O’Hare, 2010)
This study looks at lay knowledge of dyslexia
Half the participants considered dyslexia to be a learning disability characterized by problems with words and language but were unsure whether this was due to less reading than would be expected for their age or whether the problem is unique to poor reading

Summary

Introduction

Dyslexia is a term used by professionals to denote significant and persistent reading difficulties that affect 10% - 15% of English speaking populations (O’Hare, 2010). It is manifested in difficulty in attaining normal reading ability despite good teaching, motivation and intelligence. It has been conceptualized as a specific learning disorder, but there still remains debate out the precise definition and classification of the exact symptoms and epidemiology to define the syndrome. Dyslexia is often referred to as developmental dyslexia and it denotes difficulty in acquiring reading skills, often recognized during early school years. It is important to ensure the problem is not due to inadequate educational opportunities, hearing or visual impairment, neurological disorders, or major socio-emotional difficulties

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