.png){kind=icon}
.png){kind=icon}
Return
Pinning Down the Accuracy Gap: Assessing Intervention Information About Dyslexia on Pinterest-Linked Web Pages
.png){kind=icon}
OA
AI
J
K
C
T
S
DOI：10.1177/08295735251387494.png)
.png){kind=icon}
Original request for help.png){kind=icon}
Share.png){kind=icon}
Save
Abstract
En 中文
<jats:p>Social media platforms such as Pinterest are a popular medium for locating and consuming health and mental health information, as well as educational resources to assist struggling learners. Despite parents and educators being frequent consumers of education-related information on Pinterest, no studies to date have explored the accuracy of intervention information for dyslexia on Pinterest-linked web pages, meaning that the extent to which it aligns with evidence-based practice and the science of reading is unclear. This study reviewed online information about interventions for dyslexia from 41 Pinterest-linked web pages to evaluate accountability, presentation, alignment with evidence-based practice, and readability using a set of standardized criteria. The quality of intervention information was generally poor, with websites meeting less than 10% of the standardized criteria. Further, most information was published by unspecified authors or authors without formal experience providing evidence-based interventions for dyslexia. Most sites also neglected to reference their sources or recommend follow-up with a professional. These findings suggest that psychologists should be steering educators away from Pinterest as a resource and towards more reliable websites. Possibilities for future research, and practical implications for school psychologists are discussed.</jats:p>
Journal
IF:
1.8
Papers:
264
Citations:
722
Organization
Cited Papers