Teachers' Reported Utilization of Reading Disabilities Research
Keywords:Research use, Reading disability, Dyslexia, Mots clés, utilisation de la recherche, troubles de la lecture, dyslexie
This study was conducted to explore elementary school teachers’ uses of reading disabilities research. A modified version of Knott and Wildavsky’s (1980) knowledge utilization framework underpinned the investigation. Teachers completed a questionnaire and participated in focus groups which elicited their reported uses of reading disabilities research. Results revealed that teachers read and understand, refer to, attempt, adopt into policy, implement, and implement with desired results research on reading disabilities “sometimes.” The teachers’ acquisition of research through passive reception or “actively seeking and finding it” occurred less often than using, adopting, implementing or referring to the research “sometimes.” These findings are significant in light of the high incidence of reading disabilities. The findings suggest that students are not receiving evidence-based instruction that has the potential to alleviate or eliminate reading disabilities. This study has implications for increased research dissemination efforts and for continued investigations of obstacles to research use and means to facilitate the use of reading disabilities research.
Cette étude visait à étudier l’emploi que font les enseignants à l’élémentaire de la recherche sur les troubles de lecture. Une version modifiée du cadre d’utilisation des connaissances de Knott et Wildavsky (1980) a servi de fondement à l’étude. Les enseignants ont complété un questionnaire et ont participé à des groupes de discussion portant sur l’emploi qu’ils faisaient de la recherche sur les troubles de lecture. Les résultats indiquent que, relativement à la recherche sur les troubles de lecture, les enseignants la lisent et la comprennent, s’y réfèrent, tentent de la mettre en œuvre, l’adopte comme politique et l’appliquent avec les résultats escomptés, et qu’ils font tout cela « parfois ». Quant à l’acquisition de la recherche de façon passive ou bien par une recherche active et réussie, les enseignants ont indiqué que cela se produisait moins fréquemment. Ces résultats sont importants en raison de l’incidence élevée des troubles de lecture. Ils portent à croire que les élèves ne reçoivent pas l’instruction que propose la recherche et qui aurait le potentiel d’atténuer ou d’éliminer les troubles de lecture. Les retombées de cette étude touchent les efforts visant la diffusion de la recherche, les études supplémentaires portant sur les obstacles à l’utilisation de la recherche et les moyens de faciliter l’utilisation de la recherche sur les troubles de lecture.
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