The purpose of this study was to investigate New Jersey educators’ dyslexia knowledge and misconceptions, professional development perceptions and needs, and perceived preparedness regarding teaching students with dyslexia. A second purpose was to investigate what factors predicted New Jersey educators’ knowledge about dyslexia. A total of 705 in-service educators completed a survey about their dyslexia knowledge, perceived preparedness, and professional development perceptions. Participants had accurate overall knowledge about dyslexia, but some prevailing misconceptions were still present. The greatest predictor of dyslexia knowledge was years of experience in working with students with dyslexia. Reading specialists, educators with greater perceived preparedness and those educators who had training in multi-sensory approaches to instruction had significantly more dyslexia knowledge than other educators. Approximately half of the participants felt prepared to teach students with dyslexia and that working with students with dyslexia prepared them the most. Participants perceived that multi-sensory approaches were the most effective professional development and their undergraduate education was the least effective. Most participants were in support of further professional development on the topic of dyslexia. Implications for in-service educators’ professional development and future research directions are discussed.

本研究的目的是调查新泽西州教育工作者的阅读障碍知识和误解、专业发展的看法和需求，以及对教授阅读障碍学生的感知准备。第二个目的是调查哪些因素可以预测新泽西州教育工作者对阅读障碍的了解。共有 705 名在职教育工作者完成了一项关于他们的阅读障碍知识、感知准备和专业发展感知的调查。参与者对阅读障碍有准确的总体了解，但仍然存在一些普遍的误解。阅读障碍知识的最大预测因素是多年与阅读障碍学生一起工作的经验。阅读专家，与其他教育工作者相比，准备程度更高的教育工作者和接受过多感官教学方法培训的教育工作者拥有更多的阅读障碍知识。大约一半的参与者觉得准备教有阅读障碍的学生，与有阅读障碍的学生一起工作最能帮助他们。参与者认为，多感官方法是最有效的专业发展，而他们的本科教育效果最差。大多数参与者都支持阅读障碍主题的进一步专业发展。讨论了对在职教育工作者专业发展和未来研究方向的启示。大约一半的参与者觉得准备教有阅读障碍的学生，与有阅读障碍的学生一起工作最能帮助他们。参与者认为，多感官方法是最有效的专业发展，而他们的本科教育效果最差。大多数参与者都支持阅读障碍主题的进一步专业发展。讨论了对在职教育工作者专业发展和未来研究方向的启示。大约一半的参与者觉得准备教有阅读障碍的学生，与有阅读障碍的学生一起工作最能帮助他们。参与者认为，多感官方法是最有效的专业发展，而他们的本科教育效果最差。大多数参与者都支持阅读障碍主题的进一步专业发展。讨论了对在职教育工作者专业发展和未来研究方向的启示。