Recently, many states passed laws requiring pre- and in-service teachers to receive professional development in dyslexia awareness. Even though misconceptions regarding dyslexia are widespread, there is a paucity of research on how to effectively remove misconceptions and replace them with accurate knowledge. The purpose of this study was to determine whether a researcher-created refutation text grounded in conceptual change theory could produce significant conceptual change in preservice teacher knowledge of dyslexia when compared with a control text about dyslexia (Dyslexia Basics, International Dyslexia Association; IDA, 2018). A sample of preservice teachers (n = 97) was randomly assigned to either the Dyslexia Basics text (n = 48) or the refutation text (n = 49). A one-way repeated ANOVA was used to identify if growth rates from pretest to posttest were differential across conditions. Results suggest that while both texts affect conceptions, the refutation text outperformed the Dyslexia Basics text (n = 97), η² = 0.33. Effects were maintained at a delayed posttest (n = 75), η² = 0.175. Interaction effects suggested that the amount of reading coursework did not moderate conceptual change. Implications for facilitating conceptual change of dyslexia will be discussed.

最近，许多州通过了法律，要求在职和在职教师要对阅读障碍进行专业发展。尽管关于阅读障碍的误解很普遍，但是关于如何有效消除误解并用准确的知识代替误解的研究还很少。这项研究的目的是确定与基于阅读障碍的对照文本相比，以概念变化理论为基础的研究人员创建的反驳文本是否可以在职前教师阅读障碍方面产生重大的概念变化（《阅读障碍基础》，国际阅读障碍协会; IDA，2018年） ）。样本的职前教师（n  = 97）被随机分配到阅读困难基础课本（n = 48）或反驳文字（n  = 49）。使用单向重复ANOVA来确定从测试前到测试后的增长率在不同条件下是否存在差异。结果表明，尽管两种文本影响概念，反驳文本优于诵读困难基本文本（Ñ  = 97），η ²  = 0.33。影响保持在延迟后测（Ñ  = 75），η ²  = 0.175。相互作用的影响表明，阅读课程的工作量并未缓和概念上的改变。将讨论对阅读障碍的概念改变的影响。