Determination of Knowledge Level of University Students on Dyslexia (Gümüşhane University Example)

Ulutaşdemir, Nilgün; Uzun, Sevda; Kulakaç, Nurşen; Sari, Hanım; Acar, Meryem

doi:10.37989/gumussagbil.887800

Cited by 1 publication

(1 citation statement)

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“…However, their dyslexia knowledge and beliefs in the treatment and coping dimension were average. In a study conducted by Ulutasdemir et al (2021) to assess the level of knowledge about dyslexia among university students, it was revealed that 42.6% of the students reported having encountered or heard about dyslexia before, while the remaining participants had no prior knowledge of the concept. Similarly, in a study by Seckin-Yilmaz and Erim (2019) that examined the knowledge levels of adults about dyslexia, it was noted that the knowledge levels of adults regarding dyslexia were generally low, and their education levels did not significantly affect this situation.…”

Section: Discussionmentioning

confidence: 99%

Prospective teachers' knowledge and beliefs about dyslexia

Gedik,

Akyol

2024

JIRTE

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Dyslexia, a neurological learning disability, presents difficulties in accurately pronouncing words, spelling, reading fluently, and comprehending written text. Given that prospective teachers in education faculties will inevitably interact with students who have dyslexia, it becomes crucial for these future educators to possess appropriate knowledge and beliefs about this condition. This study's primary objective was to explore prospective teachers' knowledge and beliefs regarding dyslexia, considering various factors. Employing a quantitative survey design, the research employed convenience sampling to select a sample of 954 prospective teachers enrolled in Niğde province during the fall semester of the 2021-2022 academic year. Data collection involved using a "Personal Information Form" and a "Dyslexia Knowledge and Belief Scale." Gender and the presence of a family member diagnosed with specific learning disabilities were subjected to statistical analysis using t-tests. In contrast, grade level and field of study were evaluated using one-way analysis of variance (ANOVA). Subsequently, the findings were interpreted. The outcomes indicated that female prospective teachers and those with a relative diagnosed with specific learning disabilities exhibited greater knowledge and stronger beliefs about dyslexia. Moreover, prospective teachers at the fourth-grade level and those pursuing special educationrelated courses demonstrated a higher level of understanding and more positive beliefs concerning dyslexia. The study examined their knowledge and beliefs and concluded that prospective teachers generally displayed insufficient understanding and beliefs about dyslexia.

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Section: Discussionmentioning

confidence: 99%