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Preservice teachers cannot be adequately prepared for the classroom if literacy teacher educators lack the knowledge needed to address the needs of struggling readers. To prepare preservice teachers effectively, literacy teacher educators must have a strong understanding of the origin and prevalence of developmental dyslexia, its characteristics, the treatments and accommodations available, and methods for identification and diagnosis. Dyslexia is a widespread issue with approximately 32.4% of Americans experiencing some form of specific learning disability, and 85% of students have a reading-related disability (National Center for Education Statistics, 2022; International Dyslexia Association, 2017; Shaywitz et al., 2021; Wadlington & Wadlington, 2005). With as many as 1 in 5 elementary students struggling to read, teacher preparation programs must prioritize evidence-based training for supporting struggling readers.
This study examined the scientific conceptions, misconceptions, and uncertainties of Texas literacy teacher educators regarding developmental dyslexia using the Dyslexia Knowledge Questionnaire-2 (Peltier et al., 2022). A total of 1,847 invitations were emailed to Texas preservice teacher educators from randomly selected Texas public and private universities, and 27 viable surveys were returned (1.46% response rate).
Literacy teacher educators demonstrated the strongest knowledge in treatment and accommodations (61.5% correct). Identification and diagnosis emerged as the weakest area, with many responses reflecting uncertainty. Responses about dyslexia’s characteristics were evenly divided between accurate knowledge and misconceptions, and just under 60% demonstrated correct understanding of origin and prevalence.
Total knowledge scores varied widely (−8 to 35), but participants with more training and higher confidence consistently scored better. Differences in knowledge were not statistically significant when comparing degree earned, years of experience, or certification status. These findings underscore the need for intentional, research-based professional development to strengthen literacy teacher educators’ knowledge and confidence. Equipping educators with accurate, evidence-based understanding is essential for preparing preservice teachers to recognize signs of dyslexia, initiate referrals, and implement effective interventions.