Knowledge and beliefs of classroom teachers about dyslexia: the case of teachers in Turkey

Basit Öğe Kaydı
dc.contributor.authorSumer Dodur, H. Miray
dc.contributor.authorAltindag Kumas, Ozlem
dc.date.accessioned2024-04-24T16:24:38Z
dc.date.available2024-04-24T16:24:38Z
dc.date.issued2021
dc.departmentDicle Üniversitesien_US
dc.description.abstractDyslexia is a specific learning disability that is neurobiological in origin, is characterised by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities and is encountered in one in every five children. Teachers' pedagogical knowledge plays an important role in the education of students with dyslexia. Dyslexia is a very new topic in Turkey. For this reason, scientific research in the field of dyslexia in the country is currently very limited and teachers have very limited knowledge about dyslexia. Due to the lack of such studies, this study was conducted with teachers who worked directly with individuals with dyslexia. The objective of this study was to analyse the knowledge levels of 260 primary school teachers on dyslexia and factors that may be associated with it as determined by their scores on the Knowledge and Beliefs about Developmental Dyslexia Scale. The results show that these classroom teachers were not knowledgeable enough about dyslexia and did not feel ready to teach students with dyslexia. For this reason, it would be beneficial to attach importance to the professional development of teachers by improving their knowledge through inservice training programmes, seminars, and conferences. The findings are discussed within the framework of extant literature.en_US
dc.identifier.doi10.1080/08856257.2020.1779980
dc.identifier.endpage609en_US
dc.identifier.issn0885-6257
dc.identifier.issn1469-591X
dc.identifier.issue4en_US
dc.identifier.scopus2-s2.0-85087343899
dc.identifier.scopusqualityQ1
dc.identifier.startpage593en_US
dc.identifier.urihttps://doi.org/10.1080/08856257.2020.1779980
dc.identifier.urihttps://hdl.handle.net/11468/16796
dc.identifier.volume36en_US
dc.identifier.wosWOS:000547703000001
dc.identifier.wosqualityQ2
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoenen_US
dc.publisherRoutledge Journals, Taylor & Francis Ltden_US
dc.relation.ispartofEuropean Journal of Special Needs Education
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectDyslexiaen_US
dc.subjectTurkish Teacheren_US
dc.subjectBeliefen_US
dc.subjectTeacher Knowledgeen_US
dc.titleKnowledge and beliefs of classroom teachers about dyslexia: the case of teachers in Turkeyen_US
dc.titleKnowledge and beliefs of classroom teachers about dyslexia: the case of teachers in Turkey
dc.typeArticleen_US

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