Dyslexia Seen Through the Eyes of Teachers: An Exploratory Survey

Abstract

Arguably, the classroom teacher is an important factor, if not the most important factor, in helping students with dyslexia to read and write well, yet there is little known about whether teachers perceive that they have the knowledge and confidence to teach these students. The present study was a national online survey of schools in Aotearoa New Zealand to explore this issue through the eyes of teachers. The sample consisted of 594 school leaders and teaching staff (elementary and secondary). The design of the study and analysis of data was descriptive, combining numbers with teacher comments. They provide initial data on dyslexia in schools. On the one hand, the data indicated that teachers and leaders were generally very positive about teaching students with dyslexia, for example, many rated their classrooms as “dyslexia friendly”. Teachers rated themselves as confident to help students with dyslexia and make a difference. On the other hand, the data indicated that teachers and leaders were not satisfied with the level of training and resources available to them. Some said they were working in the dark, and largely left to their own devices. Another less positive result was that many schools did not screen for dyslexia, or have a dyslexia policy, or share information with parents. Taken together, these findings at the teacher and school level have important practical implications. Teachers and school leaders want to help. We identify teacher training as a necessary mechanism for improving outcomes for students with dyslexia.

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