What We Know about What They Know: A Review of the Research on Stakeholder Knowledge of Dyslexia

Presented by Tiffany Peltier

An important first step in helping stakeholders develop research-informed understandings about dyslexia is assessment of their knowledge. Over the years, knowledge about dyslexia has been measured at various times, with various groups of stakeholders, in various places, and in various ways. This presentation will review what we know about stakeholder knowledge of dyslexia, how it has developed over the years, and where we are now. Finally, new lines of research exploring how to help participants better understand dyslexia will be discussed.

Conference registration required.


Session Objectives

  • Participants will be able to identify common accuracies and common misconceptions stakeholders have had about dyslexia over the years.
  • Participants will be able to list ways in which we have come to better understand stakeholder knowledge of dyslexia over the years.
  • Participants will be able to explain the ways in which researchers are recently trying to help stakeholders improve their understanding of dyslexia.

More about the speaker

Tiffany Peltier brings over 12 years of experience in the education field, serving as an elementary teacher in three different states, acting as an instructional coach to elementary teachers, and teaching undergraduate pre-service teachers within special education, learning, sciences, and literacy coursework at Texas A&M and the University of Oklahoma. She has also provided PL sessions for various schools and districts around early reading instruction and learning disabilities, been contracted with the Oklahoma SDE to develop and provide Dyslexia Awareness training to educators across the state, has provided PL opportunities to thousands of teachers, SLPs, school psychologists, and administration throughout the US as a National LETRS Independent Contractor, and is a Research Scientist with NWEA.

With expertise in reading instruction and assessment, special education, cognitive science, teacher training, and dyslexia and other learning disabilities, Tiffany has publications in a wide range of research and practitioner journals. Continually disseminating research findings through her blog and other social media platforms, she draws from a vast body of expertise and research to identify common misconceptions and promote high-impact practices to accelerate stakeholder and student learning.