This study examined patterns in teachers' attributional responses to dyslexia. Teachers from elementary schools in Turkey (n=32) and preschool teacher candidates from a state university (n=32) participated in the study. Using written vignettes, four hypothetical male students were described, of two identified with dyslexia, and the other two had no dyslexia. Teachers were to assume each child had just taken a typical classroom writing assessment and failed to write correctly. Four categories of teacher responses were examined: reward or punishment (RP), anger (A), pity (P), and future expectations (FE). Patterns of significant difference in teachers’ and teacher candidates’ responses were not found. Attributional characteristics of elementary teachers and preschool teacher candidates’ responses are discussed.

This study examined patterns in teachers' attributional responses to dyslexia. Teachers from elementary schools in Turkey (n=32) and preschool teacher candidates from a state university (n=32) participated in the study. Using written vignettes, four hypothetical male students were described, of two identified with dyslexia, and the other two had no dyslexia. Teachers were to assume each child had just taken a typical classroom writing assessment and failed to write correctly. Four categories of teacher responses were examined: reward or punishment (RP), anger (A), pity (P), and future expectations (FE). Patterns of significant difference in teachers' and teacher candidates' responses were not found. Attributional characteristics of elementary teachers and preschool teacher candidates' responses are discussed.