<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1989-709X</journal-id>
<journal-title><![CDATA[Psychology, Society & Education]]></journal-title>
<abbrev-journal-title><![CDATA[Psychology, Society & Education]]></abbrev-journal-title>
<issn>1989-709X</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Córdoba]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1989-709X2023000200006</article-id>
<article-id pub-id-type="doi">10.21071/psye.v15i2.15621</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Conocimiento y percepción del profesorado sobre las dificultades de aprendizaje de la lectura]]></article-title>
<article-title xml:lang="en"><![CDATA[Teachers' knowledge about and perception towards learning disabilities in reading]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Laguillo-Rebolledo]]></surname>
<given-names><![CDATA[Tamara]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cueli]]></surname>
<given-names><![CDATA[Marisol]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González-Castro]]></surname>
<given-names><![CDATA[Paloma]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Oviedo  ]]></institution>
<addr-line><![CDATA[Oviedo ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2023</year>
</pub-date>
<volume>15</volume>
<numero>2</numero>
<fpage>45</fpage>
<lpage>55</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_arttext&amp;pid=S1989-709X2023000200006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_abstract&amp;pid=S1989-709X2023000200006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_pdf&amp;pid=S1989-709X2023000200006&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El profesorado es determinante en la detección e intervención en los casos de alumnado con dificultades específicas del aprendizaje de la lectura, de ahí el interés en valorar su conocimiento y actitud hacia este grupo de estudiantes. Los objetivos del presente estudio fueron: analizar las diferencias en el conocimiento sobre las dificultades específicas del aprendizaje de la lectura en base al nivel educativo del profesorado (Educación Primaria y Educación Secundaria Obligatoria) y su experiencia con alumnado con dificultades específicas del aprendizaje de la lectura; y analizar las atribuciones causales del profesorado sobre el rendimiento del alumnado con y sin dificultades específicas del aprendizaje de la lectura. Participaron 237 docentes, de los cuales el 78.1% eran mujeres. Del total, 118 eran maestros/as de Educación Primaria y 119 profesores/as de Educación Secundaria Obligatoria. Los docentes respondieron a la Escala de Conocimientos sobre las dificultades específicas del aprendizaje de la lectura (38 ítems) que cuenta con tres dimensiones (Información General, Síntomas/Diagnóstico e Intervención) y a un cuestionario de atribuciones causales del profesorado (cuatro ítems). Los resultados reflejaron que el profesorado de Educación Secundaria Obligatoria y aquellos/as con poca experiencia con alumnado con dificultades específicas del aprendizaje de la lectura mostraban un menor conocimiento sobre las dificultades específicas del aprendizaje de la lectura. El profesorado atribuía el éxito de los/las estudiantes con y sin dificultades específicas del aprendizaje de la lectura mayoritariamente a factores intrínsecos. En el caso del fracaso la atribución extrínseca aumentaba ante el alumnado con dificultades específicas del aprendizaje de la lectura.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Teachers play an essential role in the early detection and treatment of students with specific learning disabilities, hence the interest in assessing their knowledge and attitude towards this group of students. The aims of the current study were: to analyze differences in knowledge about specific learning disabilities of teachers from different educational profiles (Elementary Schools and Middle School teachers) and of teachers with different levels of experience with students with specific learning disabilities; and to examine teacher's causal attributions of students with and without specific learning disabilities. Participants were 237 teachers, of whom 78.1% were women. Of the total 118 were elementary school teachers and 119 middle school teachers. All of them filled out the scale of knowledge about specific learning disabilities in Reading (38 items) which includes three dimensions (General Information, Symptoms/Diagnosis, Treatment) and the questionnaire of teachers' casual attributions for students' achievement (four items). Middle school teachers and teachers with lack experience with specific learning disabilities students displayed lower levels of knowledge of specific learning disabilities. Teachers substantially attribute students' (with and without specific learning disabilities) achievement to intrinsic factors. In the case of failure, teacher's causal attributions to external factors increased with specific learning disabilities students.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Dificultades de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Lectura]]></kwd>
<kwd lng="es"><![CDATA[Profesorado]]></kwd>
<kwd lng="es"><![CDATA[Conocimiento]]></kwd>
<kwd lng="es"><![CDATA[Atribuciones]]></kwd>
<kwd lng="en"><![CDATA[Learning disabilities]]></kwd>
<kwd lng="en"><![CDATA[Reading]]></kwd>
<kwd lng="en"><![CDATA[Teachers]]></kwd>
<kwd lng="en"><![CDATA[Knowledge]]></kwd>
<kwd lng="en"><![CDATA[Attributions]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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