What is dyslexia? An exploration of the relationship between teachers' understandings of dyslexia and their training experiences

Knight, Cathryn

doi:10.1002/dys.1593

Cited by 72 publications

(70 citation statements)

References 25 publications

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“…For the second question, teachers' familiarity significantly correlated with their teaching practices of dyslexia associated with poor working memory, which many previous studies similarly proved. This finding was comparable to Knight (2018), who assumed that when teachers have competent knowledge of dyslexia, they may show competent practices of dyslexia. Therefore, "poor knowledge of dyslexia leads to poor practice" (Knight, 2018, p.217).…”

Section: Discussionsupporting

confidence: 80%

Teachers’ Familiarity and Practices of Dyslexia Associated With Weak Working Memory in Saudi Arabia

Alqarni

2020

HSSR

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Purpose of the Study: The present study investigates teachers’ familiarity and practices of dyslexia related to weak working memory. Methodology: A quantitative approach was used to collect data from teachers of learning disabilities. This paper presents the findings of a survey design research by a set of questionnaires carried out in southern regions of Saudi Arabia (n=90)out of 114 male teachers and 99 female teachers. Results: The main findings indicated that teachers are familiar with information and practices related to dyslexia associated with poor working memory, and there are a significant prediction and relationship between the teachers’ familiarity and practices of this disorder. Applications of this study: This study provides beneficial ideas and insights to reform the special education systems in Saudi Arabia regarding dyslexia associated with weak working memory. The results emphasized on increasing the familiarity of teachers to support their practices. This can be applied through the teacher's training, the strength of multidisciplinary teams, and dyslexia awareness. Novelty/Originality of this study: The literature showed that there is an association between dyslexia and weak working memory. However, there is no study examined teachers' familiarity and practices of this association. This study attempt to fill in the gap by identifying the best variable predicting the teachers' familiarity and the practices of dyslexia associated with weak working memory.

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Section: Discussionsupporting

confidence: 80%

Teachers’ Familiarity and Practices of Dyslexia Associated With Weak Working Memory in Saudi Arabia

Alqarni

2020

HSSR

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“…However, the detail as to how this should be undertaken has not been given. In fact, research has shown that the enactment of this legislation and guidelines has been unsuccessful in ensuring the active and meaningful participation of parents/carers in discussions about provision for their children [16,[33][34]. This is indicative of a system that is not fulfilling its brief.…”

Section: Roles and Values In Educationmentioning

confidence: 99%

“It’s a Battle!”: Parenting and Supporting a Child with Dyslexia

Ross¹

2021

Dyslexia

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Parents and carers supporting their children with dyslexia liken their experiences to battle, when trying to secure appropriate educational provision for their children. This chapter expands our understanding of parents’/carers’ experiences through exploration of both academic studies, reviews and gray literature since the Assent of the Children and Families Act 2014 in England. Using a Bourdieusian framework underpinned by Jenkins’ ‘levels of interaction’, this chapter studies parental/carers’ experiences of dyslexia and procurement of appropriate educational provision for their children with dyslexia. Parents’/carers’ internal sense-making of dyslexia is explored. Connections are made between this sense-making and the nature of parents’/carers’ interactions with their children and education professionals. These interactions, as underpinned by individuals’ understandings of dyslexia are then explored in the context of the social positions occupied by parents/carers relative to others within the field of education. Parents’/carers’ capacity to engage with professionals, and contribute meaningfully to decision-making processes through embodiment of necessary habitus is exposed through analysis of individual sense-making, interactional exchanges and institutional relationships. Practical and theoretical implications of parents’/carers/sense-making of dyslexia, their interactional experiences, and embodiment of habitus are then described in a ‘Who, What, When and How’ overview of parents/carers supporting a child with dyslexia.

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“…Large-scale research by Knight (2018) involving 2,600 participants, found that teachers lacked understanding of dyslexia in two main areas: biological (neurological) and cognitive (processing).…”

Section: Discussionmentioning

confidence: 99%

“…Although dyslexia can affect individuals differently, it can include one's difficulty in: organisation, literacy, memory, concentration, time keeping and spelling. Dyslexia can be defined in different ways and have different effects for individual students but rates of dyslexia within the population are reported to be up to 20% (Knight, 2018).…”

Section: Introductionmentioning

confidence: 99%

“A” for Attitude—Attitudes towards Dyslexia in Higher Education

Beckett¹,

Darnell²

2020

GRHE

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This paper makes the case for the importance of an empathetic approach to understanding dyslexia, in educational establishments, especially in Higher Education. An awareness of the implications that having dyslexia and how this affects both study skills (concentration, organisation, revision and so forth) and presentation skills (completion of assignments within academic language and structures and without grammar, punctation and spelling errors) is accentuated in this article.This research employs meta-ethnography, the Critical Appraisal Skills Programme (CASP) and a grounded theory overlay to thematic critical analysis. In so doing, UK literature of both quantitative and qualitative format was examined through specifying inclusion criteria and using a filtering approach.The justification for this work is to challenge any institutional or individual indirect discriminatory practice towards students with dyslexia. Conclusions indicate the need for enhanced institutional understanding of dyslexia and associated provision for individual dyslexic learners within Higher Education in its entirety. For example, accessto digitalised resources, individual tutorials, assistive technology and adjusted expectations in marking criteria (as not to penalise for issues concomitant with dyslexia). 57Published by SCHOLINK INC. some of the difficulties dyslexia can bring. Moreover, by being offered differentiated forms of assessment, or given allowances for the concomitant issues associated with dyslexia, these forms of support can make all the difference to the academic success and associated holistic wellbeing of students.

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What is dyslexia? An exploration of the relationship between teachers' understandings of dyslexia and their training experiences

Cited by 72 publications

References 25 publications

Teachers’ Familiarity and Practices of Dyslexia Associated With Weak Working Memory in Saudi Arabia

Teachers’ Familiarity and Practices of Dyslexia Associated With Weak Working Memory in Saudi Arabia

“It’s a Battle!”: Parenting and Supporting a Child with Dyslexia

“A” for Attitude—Attitudes towards Dyslexia in Higher Education

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