Knowledge and beliefs of classroom teachers about dyslexia: the case of teachers in Turkey

Dodur, Halime Miray Sümer; Kumaş, Özlem Altındağ

doi:10.1080/08856257.2020.1779980

Cited by 14 publications

(15 citation statements)

References 41 publications

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“…In addition, the majority of teachers lacked sufficient knowledge about dyslexia, as evidenced by their inaccurate beliefs about the condition. These findings are consistent with previous studies conducted by Balcı (2019), Doğan (2013), Sümer Dodur and Altindağ Kumaş (2021) and Washburn et al. (2014), who also found that teachers' knowledge about dyslexia was often inadequate.…”

Section: Discussionsupporting

confidence: 92%

“…For example, Balcı's (2019) study found that teachers struggled with managing classroom behaviour issues, motivating students, and communicating with parents when working with dyslexic students. Similarly, the Sümer Dodur and Altindağ Kumaş's (2021) study showed that primary school teachers in Turkey had insufficient knowledge about dyslexia.…”

Section: Discussionmentioning

confidence: 94%

“…Further efforts are needed to raise awareness among educators, parents and health professionals about the diagnosis and education of dyslexia. As a natural consequence, studies conducted in Turkey have shown that teachers have insufficient knowledge about dyslexia (Balcı, 2019;Sümer Dodur & Altindağ Kumaş, 2021).…”

Section: Dyslexia In Turkeymentioning

confidence: 99%

“…Teachers need to have accurate and complete knowledge of dyslexia in order for students with dyslexia to be successful and to adapt fully to the classroom (Moats, 2009). A study conducted in Turkey found that teachers' knowledge of dyslexia is inadequate (Sümer Dodur & Altindağ Kumaş, 2021). Increasing teachers' knowledge of inclusion and inclusion strategies will help them feel more prepared to work with students with different needs.…”

Section: Teacher Knowledgementioning

confidence: 99%

“…Due to the growing interest in dyslexia in the media and society in general, information about its symptoms, causes, diagnosis, prevalence as well as methods of intervention is widely disseminated (Seçkin Yılmaz, & ve Erim, A., 2019; Sümer Dodur & Altindağ Kumaş, 2021). However, there are also misconceptions and inaccurate information about dyslexia (Gwernan‐Jones & Burden, 2010; Moats, 2009; Regan & Woods, 2000).…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Attitude and knowledge of dyslexia among elementary school teachers in Turkey

Altındağ Kumaş,

Sardohan Yıldırım

2023

Research in Spec Educ Needs

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The purpose of this study is to examine the teachers' attitude and knowledge about students with dyslexia and to see whether their attitudes differ according to their socio‐demographic characteristics. The study group of this research, which was designed in the relational screening model, is made up of 300 classroom teachers. The participants filled out the Scale of Teachers' Attitudes towards Teaching Dyslexic Students and the Attitude and Knowledge Questionnaire on Dyslexia. The analyses showed that many teachers have insufficient knowledge of dyslexia, but they have a positive attitude towards teaching children with dyslexia and towards individuals with dyslexia, in general. Significant differences were found between the attitudes and experiences of teachers; it was found that teachers' knowledge of dyslexia increased with their experience. However, no significant differences were found between the attitudes of teachers according to their sex. In the light of the study results, it is recommended to update the teacher training curriculum and to design in‐service programs to improve teachers' knowledge on conducting courses with universal design in inclusive education and training.

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Section: Discussionsupporting

confidence: 92%

Section: Discussionmentioning

confidence: 94%

Section: Dyslexia In Turkeymentioning

confidence: 99%

Section: Teacher Knowledgementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Attitude and knowledge of dyslexia among elementary school teachers in Turkey

Altındağ Kumaş,

Sardohan Yıldırım

2023

Research in Spec Educ Needs

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Primary school teachers' readiness in identifying children with dyslexia: A national survey in Sri Lanka

et al. 2021

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Primary school teachers should be able to identify struggling learners who may have dyslexia type learning difficulties, in order to facilitate early intervention. Considering this importance, a nationwide survey was conducted in Sri Lanka with 705 primary school teachers among randomly selected schools in order to investigate teacher readiness to identify learners with dyslexia. Teacher readiness was measured based on three variables (a) teachers' selfreported basic knowledge of dyslexia, (b) their self-reported awareness of local tools and processes used to identify dyslexia and (c) their self-reported attitudes towards engaging in identifying dyslexia. Data were gathered through a structured questionnaire. Logistic regression analyses revealed that the participants had minimal readiness to engage in identifying learners with dyslexia. However, most of them showed positive attitudes towards actively engaging in identifying dyslexia.

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An ecosystemic perspective of the factors affecting the learning experiences of learners with dyslexia in mainstream schools in England

Nnamani

2024

Dyslexia

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A systematic literature review (SLR) of seven papers written between 2015 and 2021 explored the educational experiences of learners with dyslexia in mainstream schools in England from an ecosystemic perspective and how to improve the situation. The analysis employed keywords for database searches and followed the PRISMA flow protocol. It synthesised evidence using thematic analysis and identified seven themes: dyslexia challenges; differential treatment; negative stereotypes; early intervention; teachers' training; power dynamics; and collaboration. The results suggest that several factors can influence the learning experiences of learners with dyslexia in English mainstream schools. Similarly, such factors can, in turn, be dependent on education policies. On that premise, this systematic literature review recommends that to promote positive learning experiences for learners with dyslexia, classroom strategies targeting interventions should be supported with broader environmental strategies shaping individuals' learning experience and offer support from different perspectives. A whole‐school approach to providing intervention, teachers' training, parents and school partnerships, and professional collaboration can improve learners' educational experiences. A further recommendation is for learning interventions to target all learners, to prevent differential treatment of learners with dyslexia and to avoid them standing out from their peers and creating a negative experience.

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Knowledge and beliefs of classroom teachers about dyslexia: the case of teachers in Turkey

Cited by 14 publications

References 41 publications

Attitude and knowledge of dyslexia among elementary school teachers in Turkey

Attitude and knowledge of dyslexia among elementary school teachers in Turkey

Primary school teachers' readiness in identifying children with dyslexia: A national survey in Sri Lanka

An ecosystemic perspective of the factors affecting the learning experiences of learners with dyslexia in mainstream schools in England

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