Article Review:
Teacher Attitudes Toward Dyslexia: Effects on Teacher Expectations and the Academic Achievement of Students with Dyslexia

A study by Bakker, Denessen, Hornstra, van den Bergh, and Voeten (2010) examined teacher attitudes toward dyslexia and the effects of these attitudes on teacher expectations and the academic achievement of students with dyslexia compared to students without learning disabilities (Bakker et al. 2010). The objective of the experiment is to examine whether students with dyslexia are indeed at risk for stigmatization by their regular education teachers, which can result in lower teacher expectations for these students, and whether lower teacher expectations can affect the achievement of students with dyslexia. Throughout this correlational descriptive research study, three research questions took emphasis: 1.) To what extent do teacher attitudes toward dyslexia predict teacher expectations for individual students with dyslexia? 2.) To what extent do teacher attitudes toward dyslexia predict the achievement of students with dyslexia? 3.) Does the association between teacher attitudes toward dyslexia and the achievement of students with dyslexia appear to be significantly mediated by teacher expectations? The results of their study were inconclusive, as they received variable results across the spelling, math, and overall academic achievement that the author(s) was unable to make a definitive correlational statement on the relationship between teacher attitudes and dyslexic student achievement.
Analysis:

The researchers establish strong “simple” background knowledge base on inclusive education in the public school system, teacher expectations and attitudes for and toward students, and teacher’s possible effects on student achievements; thereby making their presentation more readily accessible to the uninitiated. The study