A Cross-Sectional Survey to Assess the Knowledge and Attitude Regarding Dyslexia among Teachers at Selected Schools, Punjab (original) (raw)
Related papers
International Journal of Scientific and Research Publications (IJSRP), 2021
The researcher wants to find out the difference in the attitude of language teachers in relation to gender and social group towards the dyslexia students in Lohit District. The method used for this particular study was descriptive survey method. The 32 samples were collected through simple random sampling procedure from the Govt. Secondary Schools and Government Senior Secondary Schools in the Lohit district. The major skills in which the beginners are facing problems in acquiring are listening, speaking, reading, writing, reasoning or mathematical abilities. The root cause of Dyslexia or learning disabilities are due to the two main factors namely genetic factor and the environmental factor. Dyslexia is diagnosed through a series of tests of memory, spelling, vision, and reading skills. The statistical techniques like, Mean, Standard Deviation and't' test have been applied to undergo the analysis of results. The results of the present piece of work reveal not significant difference in relation to Sex, and Social Group. The study also reveals that the overall attitude of Teachers is positive towards dyslexia.
Current Journal of Applied Science and Technology
Statement: To evaluate the Effectiveness of Structured Teaching Programme on Knowledge and Attitude regarding Dyslexia among selected Primary School Teachers in Aurangabad City. Research Objectives: 1. To assess the existing knowledge score regarding dyslexia among primary school teachers. 2. To assess the existing attitude score regarding dyslexia among primary school teachers.3. To correlate the knowledge and attitude among primary school teachers before the administration of structured teaching programme regarding dyslexia. 4. To evaluate the effectiveness of structured teaching programme on knowledge and attitude regarding dyslexia among primary school teachers. 5. To find-out the association between post-test knowledge score with their selected demographic variables. 6. To find-out the association between post-test attitude score with their selected demographic variables. Research Hypothesis: H01-There is no significant difference between mean pre-test and post-test knowledge s...
Dyslexia is a language based learning disability. Dyslexia refers to cluster of symptoms, which result in people having difficulties with specific language skills, mainly reading. Dyslectic students usually faced difficulties like spelling, writing and pronouncing words. If dyslectic students not identified and treated properly at proper time means early stage than this disease become more serious for those students, they lost their confidence day by day. So, it is very much essential to identified properly and treat them at very early stages of this disease. This paper try to find out the awareness level of primary school teachers of Bankura district on dyslexia, try to find out the dyslectic students (in primary schools) on Bankura district, and also try to find out the proper solution to overcome from this.
Dera Natung Government College Research Journal
This study attempts to understand the Attitude of Elementary School Teachers towards the dyslexia Students in East Kameng District of Arunachal Pradesh. It determines whether educators’ beliefs are situated negatively or positively towards the construct of dyslexia and provides insight into their conception of the disability, the perceived ‘helplessness’ of a dyslexic student and caregivers’ responses to the condition and finally, perceived barriers in terms of supporting these students. The purpose of this study is to assess the attitude of Elementary School Teachers towards the dyslexia Students. Therefore 100 teachers from 20 elementary schools were given sample of the study. The investigator also used a self-developed Likerts-5 point’s attitude scale having two sections. This scale includes 20 items (20 each for teachers) related to several dimension on attitude about dyslexia students.
Development and validation of a teacher awareness questionnaire about dyslexia
South African Journal of Childhood Education
Primary school teachers in Nsukka and nearby rural communities filled the TAQ and the Scale of Knowledge and belief about Developmental Dyslexia. Nsukka is called the university town and it is a slow-paced environment that is devoid of the usual hustle and bustle of most major towns in Nigeria. Methods: The cross-sectional design was employed to gather data for the measurement process. Data were analysed using bivariate correlations and descriptive statistics. Results: The TAQ has good internal consistency (r = 0.77) and an adequate convergent validity (r = 0.74, p < 0.01). Results also reveal that primary school teachers possessed low level of awareness about dyslexia. Conclusion: The study findings show that primary school teachers in Nigeria lack the requisite knowledge about dyslexia. The study suggests psycho-education for primary school teachers to empower them with information about the condition. Contribution: This study measured primary school teachers' level of awareness about dyslexia. The results showed that primary school teachers' awareness about dyslexia is poor, and this suggests that the use of labels (e.g., dullard) by some primary school teachers to describe their pupils may be incorrect. The study recommend to School Management Boards to take action to improve the teachers level of awareness about dyslexia, which would promote early identification of dyslexic pupils and possible intervention.
A Study to find the perceptions of teachers towards child with dyslexia
The present study was conducted with the objective of finding out the perceptions of teachers towards child with dyslexia.This study was conducted at schools in Delhi region. Many misperceptions were also identified based on how long teachers had taught, whether teachers had specialist certificate or training to teach child with dyslexia, the school from which teachers earned their teaching degree, and overall beliefs' about child with dyslexia. Significance of the findings in relation to the wider inclusive educational ideology is discussed and suggestions are made about the child with dyslexia. Learning to read is quite clearly the most important thing that we all learn at school. It is a well-established fact that every individual is unique but some of them are so unique that they do not fit into the typical group. One such difference is associated with behavior i.e. dyslexia. With no visible features or symptoms, dyslexia is a complex condition to understand. It is a lifelong developmental disorder that affects a child's learning ability. According to the International Dyslexia Association (2002), dyslexia is defined as a specific learning disability that is neurological in origin that affects as many as one in five children. Dyslexia is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary and background knowledge.
A Study to Find the Challenges Faced By Teachers in the Class of Child with Dyslexia
The survey study was conducted with the objective to find out the challenges faced by teachers in the class having children with dyslexia. This study was conducted at government and private schools of Delhi region. Significance of the findings in relation to the wider inclusive educational ideology is discussed and recommendations are made on the basis of the findings of the investigation.
Scopus indexed Journal , 2022
Abstract:Dyslexia is the most common of the language based learning disabilities. As National Center for Education statistics, 5% of all adults are“non-literate”,20-25% of all adults can only read at the lowest level, 62% of nonreaders dropped out of high school. 80% of children with an IEP have reading difficulty and 85% of those are Dyslexic. The aimof study is to evaluate the effectiveness of structured teaching programme on knowledge regarding dyslexia among primary school teachers. Material and methods:The research approach adopted for the study evaluative method to assess the objective by using Preexperimental research design.200 primary school teachers, 100 control and 100 experimental group data are collected from Navi Mumbai by using non-probability purposive sampling technique. Data was collected after Pre-test followed by Structured teaching programme and post -test on 7thday. Results:Findings related to effectiveness of structured teaching programme mean scores-pre and post-test compared with control and experimental group shows difference was statistically significant ( p< 0.05) , for control group, the mean pre-test and post-test total knowledge score were 14.16 and 13.79 ,Whereas experimental group it was 14.45 and 21.02 which shows increase in knowledge after STP.Findings related to the association between pre interventional knowledge score and their selected demographic variables did not shown any significant difference. Conclusion:This indicates that structured teaching program helps to improve the on knowledge of primary school teachers
Teachers’ Knowledge and Perception about Dyslexia: Developing and Validating a Scale
International Journal of Assessment Tools in Education
Teachers have an important role in the achievement progress of students with dyslexia. Therefore, measuring teachers' knowledge and perception of dyslexia is important. Given that an instrument that measures both teachers' knowledge and perception of dyslexia is not available, this study aims to develop a scale to measure primary school teachers' knowledge and perception of dyslexia. Two hundred and one primary school teachers participated in the study, and exploratory factor analysis was conducted to identify the dimensions of the scale and to select scale items. Configural, metric and scalar invariance across gender groups was supported. This study also examines whether teachers' knowledge and perception of dyslexia differ with regard to their backgrounds. The results showed that there was no significant relationship between primary school teachers' teaching experience and their knowledge of dyslexia. Also, their knowledge of dyslexia did not differ with regard to other variables of the study. On the other hand, there was a positive, but weak relationship between teaching experience and teachers' negative perceptions of dyslexia. Primary school teachers who took a course about dyslexia in college had lower negative perceptions of dyslexia than teachers who did not do so. Teachers' perceptions did not differ with regard to taking an in-service seminar, reading a book or an article or teaching a student with dyslexia. The current study is expected to contribute to dyslexia research in terms of providing a scale to measure teachers' knowledge and perception of dyslexia.
Elementary school teachers’ knowledge on dyslexia
Revista CEFAC
Objective: to describe the knowledge of elementary school teachers on child dyslexia. Methods: 10 teachers from the 1st to the 5th year of elementary education in public schools in the municipality of Abreu e Lima, Pernambuco, Brazil, participated in the study. A semi-structured interview was conducted with each teacher, individually, in the school itself and was based on some guiding questions. Results: content analysis allowed the identification of three thematic categories: 1. Teacher training does not address dyslexia; 2. Feelings and difficulties of the literacy teacher facing the challenges of literacy; 3. Lack of knowledge about dyslexia: school management of possibly dyslexic children. Conclusion: the research revealed the lack of knowledge of literacy teachers on dyslexia, despite having undergraduate and postgraduate education, as well as that of teachers who participated in training offered by the municipal education network.