More individuals are affected by dyslexia than any other learning disability. The success of students with dyslexia receiving early identification and evidence‐based interventions is dependent upon the knowledge and skills of the school practitioners responsible for their academic programmes. This study investigated knowledge of dyslexia and perceptions of responsibility by administering the Knowledge and Insights of Dyslexia Survey (KIDS) to 243 university students. Survey responses of students (n) majoring in degrees in education (education majors [EM], n = 154) were compared with the responses of students majoring in degrees in architecture (noneducation majors [NEM], n = 89). In addition, the results were further examined between students majoring in General Education, Special Education, and School Psychology. Results indicated no significant differences in knowledge existed between EM and NEM or within EM. Of the topics investigated, participants knew the least about the treatment of dyslexia and demonstrated confusion about the components of appropriate instruction. Analysis of participant definitions revealed pervasive confusion about the characteristics of dyslexia with most believing myths that those with dyslexia “see and read backwards.” Additionally, EM rated themselves as being moderately responsible for educating students with dyslexia and believed special educators hold the greatest level of responsibility.

中文翻译：

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职前教育者和非教育者对阅读障碍的认识和责任感

受阅读障碍影响的个人多于其他任何学习障碍的人。患有阅读障碍的学生能否获得早期识别和循证干预的成功取决于负责其学术课程的学校从业者的知识和技能。本研究通过对243名大学生进行阅读障碍调查的知识和见解（KIDS），调查了阅读障碍的知识和责任感。比较了教育专业（教育专业[EM]，n = 154）对学生（n）的调查回答与建筑专业（NEM]，n= 89）。此外，在通识教育，特殊教育和学校心理学专业的学生之间进一步检查了结果。结果表明，EM与NEM之间或EM内部在知识上无显着差异。在所研究的主题中，参与者对阅读障碍的治疗了解最少，并对适当指导的成分表现出困惑。对参与者定义的分析揭示了关于诵读困难特征的普遍困惑，大多数人相信神话说诵读困难者“往后看”。此外，EM认为自己在教育阅读障碍学生方面负有中等责任，并认为特殊教育者承担着最大的责任。