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ABSTRACT

The objective of the study was to determine the effect of a techno-pedagogical intervention based on the knowledge revision components (KReC) model and refutation texts on beliefs about dyslexia in pre-service teachers at the National University of Education. A quantitative approach was adopted, with a quasi-experimental, longitudinal pre-/post-test design with non-equivalent groups and explanatory scope. The sample consisted of 54 students in the fifth level of early childhood education, divided into a control group (n = 27) and an experimental group (n = 27). The scale of beliefs about dyslexia in pre-service teachers was applied, consisting of 20 items organized in four dimensions. The internal consistency of the instrument was adequate in both applications (pre-test = α = 0.859, ω = 0.863; post-test = α = 0.880, ω = 0.882). The intervention was developed over six weeks, with six sessions of 90 minutes. The results showed that both groups started from comparable initial conditions; however, in the post-test the experimental group obtained higher scores and a higher total gain. The ANCOVA confirmed significant differences in favor of the experimental group, controlling for the pre-test, F (1, 51) = 23.9, p < .001, partial eta squared (η²p) = .320. In addition, linear regression indicated that pre-test and experimental group membership significantly predicted post-test. It is concluded that the intervention was associated with improvements in beliefs about dyslexia among pre-service teachers.

Keywords: dyslexia, teaching beliefs, refutation texts, KReC, initial teacher training