Are you focusing on the misconceptions and attitudes of others about dyslexia rather than misconceptions or attitudes of dyslexic pupils?
We have a considerable amount of information already published on the TTRB about dyslexia including attitudes, medical research, identification and pupil support, so I suggest you try a keyword search if you haven't done this already.
As well as searching for literature and information with dyslexia AND misconceptions I would also suggest you try keywords: attitudes, labelling, stereotypes?
I've included a mix of TTRB reviews, online news articles and journal articles which should be relevant to your research area. Links are included where full text is freely available, however, you will need to check with your university/college library for access to full text journal articles.
This is only a sample but I hope it will be useful.
Identifying and Teaching Children and Young People with Dyslexia and Literacy Difficulties
Does dyslexia exist?
Supporting young children with dyslexia
Identifying and supporting dyslexia within mainstream education
Institute of Education library catalogue
Understanding dyslexia : a guide for teachers and parents. Lawrence, Denis. Publisher: McGraw-Hill/Open University Press, Publication date: c2009. ISBN: 0335235956.
ABC's to helping the dyslexic student in the regular classroom
Dyslexics in the Classroom
Dyslexia Teacher attitudes
Learned helplessness Dyslexia
Speak Out for Understanding. Teaching Tolerance, Fall 2009, no. 36, p. 30-33, pp. 4, 0 refs., ISSN: 1066-2847. Holthouse-David.
Does Dyslexia Exist? Journal of Philosophy of Education, Aug-Nov 2008, vol. 42, no. 3-4, p. 475-491, pp. 17, 66 refs., ISSN: 0309-8249. Elliott-Julian-G, Gibbs-Simon.
"In this paper we argue that attempts to distinguish between categories of "dyslexia" and "poor reader" or "reading disabled" are scientifically unsupportable, arbitrary and thus potentially discriminatory. We do not seek to veto scientific curiosity in examining underlying factors in reading disability, for seeking greater understanding of the relationship between visual symbols and spoken language is crucial. However, while stressing the potential of genetics and neuroscience for guiding assessment and educational practice at some stage in the future, we argue that there is a mistaken belief that current knowledge in these fields is sufficient to justify a category of dyslexia as a subset of those who encounter reading difficulties. The implications of this debate for large-scale intervention are outlined."
Understanding Dyslexia and Its Instructional Implications: A Case to Support Intense Intervention. Literacy Research and Instruction, 2008, vol. 47, no. 2, p. 116-123, pp. 8, 18 refs., ISSN: 1938-8071. Gray-Erika-S.
"Dyslexia is a congenital disorder characterized by unexpected difficulties in learning to read and spell in relation to one's verbal intelligence, motivation, and educational opportunities (Aylward et al., 2003; Morgan, 1896). Because dyslexia can affect 1.5-5% of the population (Aylward et al., 2003; Vellutino et al., 1996), understanding how to identify and instruct students with dyslexia is vital. Unfortunately, many of the articles and studies on this disorder are published in journals teachers rarely read. The purpose of this article is to provide a concise description of dyslexia and recent brain-based research that supports specific instructional implications. (Contains 2 tables and 2 figures.)"
Dyslexia and the Brain: What Does Current Research Tell Us? Reading Teacher, Mar 2007, vol. 60, no. 6, p. 506-515, pp. 10, 30 refs., ISSN: 0034-0561. Hudson-Roxanne-F, High-Leslie, Al-Otaiba-Stephanie.
What Educators Really Believe about Dyslexia. Reading Improvement, Spr 2005, vol. 42, no. 1, p. 16, pp. 18, 59 refs., ISSN: 0034-0510. Wadlington-Elizabeth-M, Wadlington-Patrick-L.
"The purposes of this study were (a) to create and validate a scale measuring beliefs regarding dyslexia, (b) to use the scale to investigate the beliefs of educators regarding dyslexia, and (c) to recommend ways that educators can be better prepared to help students with dyslexia. Participants included university faculty as well as undergraduate and graduate students preparing to become administrators, counselors, elementary general education teachers, secondary general education teachers, speech therapists, and special education teachers at a southern regional university. Using the Dyslexia Belief Index (DBI), developed and validated by the researchers, it was found that the majority of participants believed a significant number of misconceptions about dyslexia. However, elementary general education majors had significantly fewer misconceptions than the other groups. Recommendations to better prepare educators include providing more opportunities to learn about dyslexia through avenues such as participating in a dyslexia simulation and observing/tutoring individuals with dyslexia. These findings illustrate the need for educators to have formal and informal educational opportunities as well as hands-on field experiences with individuals who have dyslexia."
British Education Index
NOTE: For information about accessing full text articles please read this TTRB article: Access to full text journal articles
Are they just lazy? Student teachers attitudes about dyslexia. Dyslexia, February 2010, vol. 16, no. 1, p. 66-86, ISSN: 1076-9242. Gwernan-Jones-Ruth, Burden-Robert-L.
Academic self-concept, reading attitudes and approaches to learning of children with dyslexia: do they differ from their peers? European Journal of Special Needs Education, November 2006, vol. 21, no. 4, p. 415-430, ISSN: 0885-6257. Polychroni-Fotini, Koukoura-Kalliopi, Anagnostou-Ioanna.
Psychological assessment and dyslexia: parents perspectives. Irish Educational Studies, March 2009, vol. 28, no. 1, p. 115-126, ISSN: 0332-3315. Long-Louise, McPolin-Peter.
Labels: some questions and concerns. DECP Debate, December 2007, no. 125, p. 19-24, ISSN: 1471-5775. Connor-Michael-J.