期刊名称：International Journal of Early Childhood Special Education
电子版ISSN：1308-5581
出版年度：2022
卷号：14
期号：3
页码：374-381
DOI：10.9756/INT-JECSE/V14I3.45
语种：English
出版社：International Journal of Early Childhood Special Education
摘要：Dyslexia is a term widely used to describe reading characterized by problems with the fluent and accurate letter or word recognition. Nevertheless, there is no consensus about the definition, origin, and diagnosis of dyslexia and the term is often used very differently by researchers and practitioners The topic of the study was to investigate teachers’ knowledge at the primary level. The objective of the study was to find out the perceptions of primary school teachers about knowledge of dyslexia. The study followed a quantitative approach and descriptive survey research design. The 30 schools from Circle Sarai-Saleh and 30 from Circle Haripur were selected and the 200 teachers were selected. A multi-stage sampling technique was used to select the sample size. A questionnaire was used about knowledge of dyslexia. The validity and reliability (r = 0.788) of the questionnaire was checked by the researcher. The data were collected and analyzed by using SPSS. The results found that most teachers have limited knowledge about dyslexia which led to facing different barriers while teaching dyslexic students. It was concluded that teachers did not get a chance to learn about dyslexia as the problem of students which created more problems. Therefore, it is recommended that authorities may provide special in-service education training regarding dyslexia that provides the teachers awareness and ways to deal with it.
关键词：dyslexia;knowledge;working memory;primary school
