Dyslexia Seen through the Eyes of Teachers: An Exploratory Survey

Autor/inn/en	Dymock, Susan; Nicholson, Tom
Titel	Dyslexia Seen through the Eyes of Teachers: An Exploratory Survey
Quelle	In: Reading Research Quarterly, 58 (2023) 2, S.333-344 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0553
DOI	10.1002/rrq.490
Schlagwörter	Dyslexia; Teacher Attitudes; Foreign Countries; Elementary School Teachers; Secondary School Teachers; Teacher Education; New Zealand + Suchen Sie Ihr Suchwort? Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Lehrerverhalten; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerausbildung; Lehrerbildung; Neuseeland
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. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01