Evaluating the awareness and knowledge of dyslexia among primary school teachers in Tshwane District, South Africa

Abstract

Background: Many developed countries have made rapid strides in addressing issues related to dyslexia but in the developing countries like South Africa, it has not received adequate attention. Objectives: The study therefore sought to evaluate awareness and knowledge of dyslexia among primary school teachers working in the government sector. Methods: A phenomenological design was used and the study followed a mixed methods approach. The sample included 30 purposively selected primary school teachers. A questionnaire that consisted of true and false questions, closed-ended questions and open-ended questions was used to collect data. SPSS Version 22 and Excel Data Analyser 4 were used to analyse the quantitative data whereas the qualitative data was analysed thematically. Results: The results indicated that the primary school teachers had a basic awareness and knowledge of dyslexia. Many of them were found to be using limited strategies in order to teach learners with dyslexia in their classrooms. Conclusion: Based on the findings, recommendations such as early diagnoses through testing, parental involvement, conducive learning environment and teachers’ professional development regarding dyslexia were made.

Keywords

• dyslexia
• reading
• dyslexic learner
• reading instruction
• teacher knowledge