Geography Teachers’ Knowledge of and Perceptions on Dyslexia

Passadelli, Anthoula Styliani; Klonari, Aikaterini; Michalakis, Vyron Ignatios; Vaitis, Michail

doi:10.3390/educsci10100278

Cited by 3 publications

(2 citation statements)

References 40 publications

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“…It is a separate class within the school unit, which students from all over the school can attend. Those students have a diagnosis from an official Differential Diagnosis Body approved by the Greek State [9]. If there is no diagnosis, students can still attend the IC if their teachers identify unspecified learning difficulties and suggest their enrollment in a short-term intervention program.…”

Section: Introductionmentioning

confidence: 99%

The Impact of Dyslexia Box: A Case Study on Students in an Integration Class in Greece

Gaitanidi,

Corujo-Vélez,

Vega-Gea

2023

Education Sciences

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This study evaluates the impact of a Greek intervention tool called Dyslexia Box, which is aimed at helping students with dyslexia acquire necessary language skills. It mainly focuses on the development of phonological awareness, reading, and writing. The sample comprises 13 students with dyslexia and other difficulties. The intervention program consists of 32 activities, which were applied twice to each student over 10 weeks (students who achieved excellent performance on the first implementation of an activity did not repeat the corresponding activity, as it was considered that the cognitive goal had already been achieved). In order to record student performance, an observation key was created for each activity. The results indicate that the specific tool is easy-to-use and achieves the proposed learning objectives. Specifically, it helps students with and without dyslexia overcome their learning difficulties concerning phonological awareness and/or manage their processing of the oral and written language, since they all achieved better performance at the second implementation of the tool.

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Section: Introductionmentioning

confidence: 99%

The Impact of Dyslexia Box: A Case Study on Students in an Integration Class in Greece

Gaitanidi,

Corujo-Vélez,

Vega-Gea

2023

Education Sciences

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“…Avila-Garzon et al (2021) have revealed that teachers' lack of knowledge of geospatial technologies makes it difficult to improve students' spatial ability. Therefore, if teachers apply appropriate methods and teaching materials, students will be able to develop their spatial skills (Passadelli et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Spatial and Geospatial Thinking of Secondary Education Students in Greece

Passadelli¹,

Klonari²,

Nikolarea³

2022

RJE

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Internationally, curriculums emphasize the importance of spatial abilities development in school, and it has been proven that teaching geography can help improve spatial thinking. The main goal of this study was to investigate the spatial thinking of Secondary Education students. The research sample was 474 Junior High school students (246 students from the 7th grade and 248 students from the 8th grade), aged 13-14 years, coming from 49 different public schools all over Greece. A questionnaire was distributed to students that included questions based on the categories of spatial thinking of Gersmehl and Gersmehl (2011). The findings of the research have identified a weakness in the students’ spatial perception, with satisfactory performances only in the floor plans. There is no statistical difference between boys and girls, but the total score in most questions was low.

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A Literature Review on Geography Teachers’ Knowledge of and Attitudes Towards Dyslexia

Styliani¹,

Klonari²

2020

IJE

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This article is a literature review on geography teachers’ knowledge and perceptions of dyslexia, as well as the teaching methods they decide to use in order to differentiate their teaching in mixed ability classes, including dyslexic students. The aim of the systematic literature review was to identify: a) Geography teachers’ knowledge and perceptions of dyslexia; and b) the teaching strategies that they use to help dyslexic students overcome their difficulties. The research was carried out from October to November 2020. Initially, 1346 articles on dyslexia and teaching methods, generally that were published during the last 20 years (2000-2020) were identified in 5 databases. Findings showed that, despite the very large number of publications on the subject, only a few studies (3) were found to meet our research criteria (dyslexia + geography + teaching methods + teachers’ attitudes/knowledge). It is suggested that future studies focused on teaching geography and its impact on dyslexia would contribute to drawing clearer conclusions on the topic.

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Geography Teachers’ Knowledge of and Perceptions on Dyslexia

Cited by 3 publications

References 40 publications

The Impact of Dyslexia Box: A Case Study on Students in an Integration Class in Greece

The Impact of Dyslexia Box: A Case Study on Students in an Integration Class in Greece

Spatial and Geospatial Thinking of Secondary Education Students in Greece

A Literature Review on Geography Teachers’ Knowledge of and Attitudes Towards Dyslexia

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