Elementary school teachers’ knowledge on dyslexia

Nascimento, Isabelly Silva do; Rosal, Angélica Galindo Carneiro; Queiroga, Bianca Arruda Manchester de

doi:10.1590/1982-021620182019117

Cited by 6 publications

(3 citation statements)

References 7 publications

(7 reference statements)

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“…This finding was comparable to Nascimento et al (2018), who believe that teachers can be prepared to deal with dyslexic students if they deepen their knowledge about the symptoms and characteristics associated with dyslexia. Also, increasing teachers' familiarity with dyslexia can lead them to adjust their teaching practices in a way that supports children with dyslexia to release their isolation in the school environment and express themselves.…”

Section: Discussionsupporting

confidence: 69%

“…The teachers pointed out that they had no experience with dyslexia and did not know how to identify children with dyslexia sufficiently. Secondly, the feeling and problems of illiteracy impact dyslexia knowledge(Nascimento et al, 2018; Soriano-Ferrer, Echegaray-Bengoa, & Joshi, 2016). Teachers feel frustrated with children who do not learn, have educational difficulties, and lack family support.…”

mentioning

confidence: 99%

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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: 69%

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confidence: 99%

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

Alqarni

2020

HSSR

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“…The schoolchildren at risk for learning disorders present performance below the expected for their group-class in the points considered prerequisites for a good performance in reading, such as the cognitivelinguistic abilities 8 . Therefore, they must be recognized early, because, the sooner they are identified, the lesser will be the difficulties related to the processes of teaching and learning, minimizing the risk for learning disorders 9 .…”

Section: Introductionmentioning

confidence: 99%

Cognitive-linguistic performance of schoolchildren in the literacy cycle in the public school context: universal screening

Rosal¹,

Cordeiro

Roazzi

et al. 2020

Rev. CEFAC

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ABSTRACT Objective: to characterize the linguistic-cognitive performance of schoolchildren in the literacy cycle, in order to identify children at risk for learning disorders in the public school context. Methods: this study involved 88 children, aged 6 to 8 years, enrolled in the first, second and third year of elementary education I, from two schools in the city of Recife, Pernambuco, Brazil. The procedure used was the Cognitive-Linguistic Skills Evaluation Protocol, which has collective and individual versions, both being applied. The analysis of the groups was performed through the statistical non-parametric Kruskal-Wallis test with p <0.05. Results: all students were submitted to the individual version for presenting poor performance in the collective version of the protocol. Thus, the application of the collective version was not sufficient to identify children at risk for learning disorders, thus, the indication of the individual assessment. In the individual version, students from the 1st year showed a lower performance in most of the subtests that make up the instrument, whereas those from the 2nd and 3rd years had an average performance, which also deserves attention, according to the instrument of evaluation. These results, below the one expected for the age and school year, may be a consequence of poor learning opportunities within and outside school. There were also significant differences as a function of the schooling advance, revealing that the cognitive-linguistic skills, precursors of the reading and writing learning process, are only having a greater leap of development at the end of the literacy cycle, in the third year, which reveals a significant delay in terms of learning. Conclusion: the low performance observed in cognitive-linguistic abilities in schoolchildren hinders the early identification of children at risk for learning disorders and questions the quality of educational opportunities experienced by the students inside and outside the public school. Other factors, such as regional differences in language and linguistic context, need to be considered in the interpretation of tests that evaluate cognitive-linguistic abilities.

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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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Elementary school teachers’ knowledge on dyslexia

Cited by 6 publications

References 7 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

Cognitive-linguistic performance of schoolchildren in the literacy cycle in the public school context: universal screening

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

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