Simon Gibbs|Julian Elliott
The differential effects of labelling: how do ‘dyslexia’ and ‘reading difficulties’ affect teachers’ beliefs
Newcastle University|Durham University
paper reports survey primary school teachers beliefs working poor readers primary research question way difficulties reading labelled affect teachers beliefs ability intervene effectively opportunity sample teachers surveyed using 2 questionnaires one examined teachers efficacy beliefs second questionnaire assessed extent teachers considered difficulties reading formed clearly defined category essentialist characteristics two variants questionnaires variant word dyslexia used variant b term replaced phrase reading difficulties findings indicated labels associated differences teachers efficacy beliefs responses dyslexia variants suggested teachers sense efficacy associated beliefs dyslexia immutable phenomenon yields viable inferences efficacy beliefs uniformly associated experience contrast reading difficulty items evoked responses indicated aspects teachers efficacy beliefs intervening related greater experience marginally related essentialist beliefs reading difficulties