Knowledge of basic school teachers on identification and support services for children with dyslexia

Acheampong, Enoch; Yeboah, Michael M.; Anokye, Reindolf; Adusei, Anthony Kwaku; Naadutey, Alberta; Afful, B.

doi:10.1177/0973134220190206

Cited by 4 publications

(3 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…More than a third of teachers believe that students with dyslexia do not have good visual or imaginative abilities and that the curriculum content of subjects should be reduced, and a quarter of teachers believe that dyslexia is a difficulty in reasoning and that students with dyslexia have a lower ability to achieve all educational outcomes. This is compounded by the fact that around 40 % of teachers do not know or have a misconception surrounding the fact that dyslexia is caused by intellectual and reasoning difficulties, which is consistent with studies in Ghana, Spain, and Peru (Soriano-Ferrer et al, 2016;Acheampong et al, 2019). By contrast, in most studies in Anglo-Saxon countries, teachers do not associate dyslexia with intellectual disabilities (Bell et al, 2011;Washburn et al, 2017).…”

Section: Pre-service Trainingmentioning

confidence: 57%

Teachers' Knowledge about Students with Dyslexia and Professional Development

2023

European Journal of Contemporary Education

View full text Add to dashboard Cite

Ensuring a quality educational process requires competent teachers who are able to recognize the individual characteristics of students with dyslexia and provide them with appropriate support. This study on a sample of speech and language therapists (N = 18) and elementary school teachers (N = 431) had the following aims: (1) to determine the content validity of the Teachers' Knowledge about Dyslexia Scale, (2) to explore teachers' knowledge about students with dyslexia, and (3) to determine differences in teachers' knowledge about students with dyslexia according to their participation in different forms of professional development activities (pre-service, in-service, and self-directed learning). The constructed measuring instrument contains 29 statements about etiology, characteristics, and teaching strategies for students with dyslexia. The content validity was verified using the Delphi method in three rounds until a consensus of 90 % was reached by SLT experts. The Teachers' Knowledge about Students with Dyslexia Scale was applied to a sample of Croatian elementary school teachers of first-to eighth-grade students, who had experience in teaching students with dyslexia in the last three years. The results show that most teachers know some specific strategies for teaching students with dyslexia and, to a lesser extent, the causes of dyslexia. Most of the misconceptions regarding students with dyslexia are related to its causes and specific characteristics. A higher level of knowledge about dyslexia is possessed by teachers who have received professional training in teaching students with dyslexia through pre-service, inservice, and self-directed learning. A similar pattern of insufficient deep knowledge of the etiology and symptoms of dyslexia among the teachers was confirmed, clearly indicating the need for significant improvements in teacher competencies in all forms of professional development.

show abstract

Section: Pre-service Trainingmentioning

confidence: 57%

Teachers' Knowledge about Students with Dyslexia and Professional Development

2023

European Journal of Contemporary Education

View full text Add to dashboard Cite

show abstract

“…Dyslexics generally have low self-esteem and little self-confidence, according to the (International Dyslexia Association, 2008;Forteza-Forteza et al, 2021). Dyslexic students suffer from anxiety caused by failure, social isolation, and low self-esteem (Acheampong et al, 2019). Teaching dyslexic students is both academically and behaviourally challenging, according to research.…”

Section: Discussion and Recommendationmentioning

confidence: 99%

Special Needs Teachers’ Attitude and Practices with Dyslexic Children

Kadir¹,

Jabbar²

2023

IJARPED

View full text Add to dashboard Cite

The problem of dyslexia in general, has been a long running issue for both students and teachers. Special needs education started to be taken seriously in Malaysia during the 1990s, but many factors have not been thoroughly addressed. This paper aims to find out teachers' current practices and attitudes when dealing with dyslexic children in today's special needs education landscape. The four teachers chosen for this study are the ones who have extensive experience in physical class teaching of special needs children. This qualitative study used questionnaires with 30 self-constructed questions and semi-structured interviews which were conducted via Zoom that were recorded and transcribed using Happy Scribe. The findings reveal that some factors found necessary in the education of dyslexic children were multi-sensory experiences, repetition, regularity of routine work, and a particular focus on giving them time to process and comprehend information. The availability of resources and the freedom to operate and design individualized educational plans also worked as a bonus for the teachers. Some suggestions to enhance the learning experience of the dyslexic child are also included.

show abstract

“…Studies conducted by Acheampong et al (2019), Elias (2014), Washburn, Joshi, and Binks (2010), and Charan and Kaur (2017) found that the awareness of dyslexia was average with regard to the knowledge score. However, even if most of the participants had heard of the condition, they were not aware of its aetiology and its identification in the class setup.…”

Section: Research Studies Done On Dyslexiamentioning

confidence: 97%

The Impact of Dyslexia in Understanding Mathematics and Career Prospects in Kenya. Review of Literature

Wang’ang’a

2023

East Afr. j. interdiscip. stud.

View full text Add to dashboard Cite

This article probed into the impact of dyslexia on the comprehension of mathematics and future career opportunities. It explored the characteristics, evaluation, origins, physiological aspects, hurdles, tactics for intervention, and suggestions regarding dyslexia. The article also revealed that the worldwide prevalence of dyslexia displayed variation due to differing definitions of dyslexia, varying diagnostic tests, diverse age groups, geographical settings, and languages spoken. Globally, dyslexia’s prevalence ranged from 15% to 20%. Specifically, in a primary school in Nairobi, Kenya, the prevalence among 7 to 9-year-olds was 7.49%. The article emphasised the necessity for early identification to enable timely intervention and support, underscoring the significance of mathematics as a determinant of career prospects in Kenya. Dyslexia arises from environmental, hereditary, or cognitive factors, either individually or in combination. The study also highlighted that nearly 90% of the research was published in medical, neuropsychological, or psychological journals, whereas only 6% appeared in educational journals. Dyslexia affects individuals in various ways, mainly impacting their reading and writing skills. Learners with dyslexia struggle with grasping abstract concepts, leading to difficulties in recalling words. They might reverse letters and read words in a mirrored manner, exacerbating their challenges in comprehending texts and subsequently hindering academic progress. The article proposed several teaching approaches for individuals with dyslexia in the realm of mathematics, including task analysis, multisensory methods, and a field-dependent approach

show abstract

Knowledge of basic school teachers on identification and support services for children with dyslexia

Cited by 4 publications

References 12 publications

Teachers' Knowledge about Students with Dyslexia and Professional Development

Teachers' Knowledge about Students with Dyslexia and Professional Development

Special Needs Teachers’ Attitude and Practices with Dyslexic Children

The Impact of Dyslexia in Understanding Mathematics and Career Prospects in Kenya. Review of Literature

Contact Info

Product

Resources

About