Teachers’ Knowledge and Perception about Dyslexia: Developing and Validating a Scale

Yıl 2021, Cilt: 8 Sayı: 2, 342 - 356, 10.06.2021

Duygu Tosun , Serkan Arıkan , Nalan Babür

https://doi.org/10.21449/ijate.684672

Cited By: 4

Öz

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.

Anahtar Kelimeler

Scale development, Measurement invariance, Teacher knowledge of dyslexia, Teacher perception of dyslexia

Kaynakça

• Akçay, D. (2014). İlkokul 1-4. sınıf öğretmenlerinin disleksi ile ilgili farkındalık düzeylerinin incelenmesi [Investigation of elementary school teacher’s awareness level of dyslexia]. [Unpublished master’s thesis]. Marmara University.
• Aktan, O. (2020). Determination of educational needs of teachers regarding the education of inclusive students with learning disability. International Journal of Contemporary Educational Research, 7(1), 149-164. https://doi.org/10.33200/ijcer.638362
• Altun, T., Ekiz, D., & Odabaşı, M. (2011). Sınıf öğretmenlerinin sınıflarında karşılaştıkları okuma güçlüklerine ilişkin nitel bir araştırma [A qualitative study on reading difficulties faced by primary teachers in their classrooms]. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 17, 80-101. https://dergipark.org.tr/tr/pub/zgefd/issue/47948/606654
• Altuntaş, F. (2010). Sınıf öğretmenlerinin disleksiye ilişkin bilgileri ve dislektik öğrencilere yönelik çalışmaları [Classroom teachers’ knowledge about dyslexia and their trainings for dyslectic students]. [Unpublished master’s thesis]. Hacettepe University.
• Balcı, E. (2019). Disleksi hakkında öğretmen görüşleri ve karşılaştıkları sorunlar [Teachers’ opinions about dyslexia and the challanges they face]. Ege Eğitim Dergisi, 20(1), 162-179. https://doi.org/10.12984/egeefd.453922
• Başar, M. & Göncü, A. (2018). Sınıf öğretmenlerinin öğrenme güçlüğüyle ilgili kavram yanılgılarının giderilmesi ve öğretmen görüşlerinin değerlendirilmesi [Clearing misconceptions of primary school teachers about learning disabilities and evaluation of teacher opinions]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33(1), 185-206. http://www.efdergi.hacettepe.edu.tr/upload/files/2483-published.pdf
• Bell, S., McPhillips, T., & Doveston, M. (2011). How do teachers in Ireland and England conceptualise dyslexia? Journal of Research in Reading, 34(2), 171-192. https://doi.org/10.1111/j.1467-9817.2009.01419.x
• Bingöl, A. (2003). Ankara’da ilkokul 2. ve 4. sınıf öğrencilerinde gelişimsel disleksi oranı [The prevalence of developmental dyslexia among the 2. and 4. grade students in Ankara]. Ankara Üniversitesi Tıp Fakültesi Mecmuası, 56(2), 67 82. https://doi.org/10.1501/Tipfak_0000000053
• Boling, C. J., & Evans, W. H. (2008). Reading success in the secondary classroom. Preventing School Failure, 52(2), 59-66. https://doi.org/10.3200/PSFL.52.2.59-66
• Bos, C., Mather, N., Dickson, S., Podhajski, B., & Chard, D. (2001). Perceptions and knowledge of preservice and in-service educators about early reading instruction. Annals of Dyslexia, 51, 97-120.
• Bos, C., Mather, N., Friedman Narr, R., & Babur, N. (1999). Interactive, collaborative professional development in early literacy instruction: Supporting the balancing act. Learning Disabilities Research and Practice, 14(4), 227-238.
• Brady, S., & Moats, L. C. (1997). Informed instruction for reading success- foundations for teacher preparation [Paper presentation]. International Dyslexia Association, Baltimore. https://www.researchgate.net/publication/234653061_Informed_Instruction_for_Reading_Success_Foundations_for_Teacher_Preparation
• Chen, F. (2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modelling, 14, 464 504. https://doi.org/10.1080/10705510701301834
• Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling, 9, 233 255. https://doi.org/10.1207/S15328007SEM0902_5
• Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.
• Demir, B. (2005). Okulöncesi ve ilköğretim birinci sınıfa devam eden öğrencilerde özel öğrenme güçlüğünün belirlenmesi [Assesment of learning disability in kindergarten and first grade primary school students]. [Unpublished master’s thesis]. Marmara University.
• Doğan, B. (2013). Türkçe ve sınıf öğretmenlerinin okuma güçlüğüne ilişkin bilgileri ve okuma güçlüğü olan öğrencileri belirleyebilme düzeyleri [Determining Turkish Language and elementary classroom teachers’ knowledge on dyslexia and their awareness of diagnosing students with dyslexia]. Okuma Yazma Eğitimi Araştırmaları, 1(1), 20-33. https://dergipark.org.tr/tr/pub/oyea/issue/20479/218123
• Esen, A., & Çiftçi, İ. (2000). Sınıf öğretmenlerinin öğrenme yetersizliği ile ilgili bilgilerinin belirlenmesi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 8(8), 85-90. https://dergipark.org.tr/tr/download/article-file/114887
• Ferrer, M. S., Bengoa, C. E., & Joshi, R. M. (2016). Knowledge and beliefs of developmental dyslexia in pre-service and in-service Spanish-speaking teachers. Annals of dyslexia, 66, 91–110. https://doi.org/10.1007/s11881-015-0111-1
• Fırat, T., & Koçak, D. (2018). Sınıf öğretmenlerinin öğrenme güçlüğünün tanımına ilişkin görüşleri [Investigating the opinions of class teachers’ on the concept of learning difficulty]. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 18(2), 915-931. https://doi.org/10.17240/aibuefd.2018..-431461
• Field, A. (2013). Discovering statistics using IBM SPSS statistics. Sage.
• Foorman, B. R., & Moats, L. C. (2004). Conditions for sustaining research-based practices in early reading instruction. Remedial and Special Education, 25(1), 51- 60.
• George, D., & Mallery, P. (2001). SPSS for Windows Step by Step: A Simple Guide and Reference. Allyn & Bacon.
• Gever, A. (2017). İlkokul ve ortaokul müdürlerinin disleksiye ilişkin bilgi düzeylerinin belirlenmesi [Determination of levels of knowledge of discretion of primary and secondary school directors]. [Unpublished master’s thesis]. Pamukkale University.
• Gwernan-Jones, R., & Burden, R. L. (2010). Are they just lazy? Student teachers' attitudes of dyslexia. Dyslexia, 16(1), 66–86. https://doi.org/10.1002/dys.393
• Hellendoorn, J., & Ruijssenaars, W. (2000). Personal experiences and adjustment of Dutch adults with dyslexia. Joumal of Remedial and Special Education, 21(4), 227-239. https://doi.org/10.1177%2F074193250002100405
• Hornstra, L., Denessen, E., Bakker, J., van den Bergh, L., & Voeten, M. (2010). Teacher attitudes toward dyslexia. Effects on teacher expectations and the academic achievement of students with dyslexia. Journal of Learning Disabilities, 43, 515–529. https://doi.org/10.1177%2F0022219409355479
• Lane, H. B., Hudson, R. F., Leite, W. L., Kosanovich, M. L., Strout, M. T., & Fenty, N. (2009). Teacher knowledge about reading fluency and indicators of students’ fluency growth in reading first schools. Reading and Writing Quarterly, 25, 57 86. https://doi.org/10.1080/10573560802491232
• Mather, N., Bos, C., & Babur, N. (2001). Perceptions and knowledge of preservice and inservice teachers about early literacy instruction. Journal of Learning Disabilities, 34(5), 472-482. https://doi.org/10.1177%2F002221940103400508
• Milfont, T. L., & Fischer, R. (2010). Testing measurement invariance across groups: Applications in cross-cultural research. International Journal of Psychological Research, 3(1), 112-131. https://doi.org/10.21500/20112084.857
• Mills, C. (2006). Preservice teacher education and the development of socially just dispositions. A review of the literature [Paper presentation]. Annual Conference of the Australian Association for Research in Education, Adelaide. https://www.aare.edu.au/data/publications/2006/mil06221.pdf
• Moats, L. (2009). Knowledge foundations for teaching reading and spelling. Reading and Writing: An interdisciplinary Journal, 22, 379 399. https://psycnet.apa.org/doi/10.1007/s11145-009-9162-1
• Moats, L. C., & Foorman, B. R. (2003). Measuring teachers’ content knowledge of language and reading. Annals of Dyslexia, 53, 23- 45. https://doi.org/10.1007/s11881-003-0003-7
• Moreau, L. K. (2014). Who's really struggling? Middle school teachers' perceptions of struggling readers. Research in Middle Level Education Online, 37(10), 1-17. https://doi.org/10.1080/19404476.2014.11462113
• National Center for Statistics (2008). The condition of education 2008. Indicator 5: Language Minority school aged children. Washington. https://nces.ed.gov/pubs2008/2008031.pdf
• Nijakowska, J., Tsagari, D., & Spanoudis, G. (2018). English as a foreign language training needs and perceived preparedness to include dyslexia learners: The case of Greece, Cyprus, and Poland. Dyslexia, 24, 357-379. https://doi.org/10.1002/dys.1598
• Polat, E., Adiguzel, T., & Akgun, O. E. (2012). Adaptive web-assisted learning system for students with specific learning disabilities A needs analysis study. Educational Sciences Theory and Practice, 12(4), 3243-3258. https://files.eric.ed.gov/fulltext/EJ1003015.pdf
• Proctor, C. M., Mather, N., Stephens-Pisecco, T., & Jaffe, L. E. (2017). Assessment of dyslexia. Communique, 46(3), 1-10.
• Rubin, D. (2002). Diagnosis and correction in reading instruction. Allyn and Bacon.
• Snow, C. E., Burns, M. S., & Griffin, P. (1998). Preventing reading difficulties in young children. National Academy Press.
• Spear-Swerling, L. (2009). A literacy tutoring experience for prospective special educators and struggling second graders. Journal of Learning Disabilities, 42, 431-443. https://doi.org/10.1177%2F0022219409338738
• Spear-Swerling, L., & Brucker, P. O. (2004). Preparing novice teachers to develop basic reading and spelling skills in children. Annals of Dyslexia, 54(2), 332-364. https://doi.org/10.1007/s11881-004-0016-x
• Şahin, R., Güven, S. & Alatlı, B. (2020). Sınıf öğretmenlerinin disleksiye yönelik bilgi ve tutumlarının incelenmesi [Investigation of the knowledge and attitudes of primary school teachers towards dyslexia]. Turkish Studies-Education, 15(4), 2355-2372. http://dx.doi.org/10.47423/TurkishStudies.42099
• Taylor, B. M., Pressley, M., & Pearson, P. D. (2002). Research-supported characteristics of teachers and schools that promote reading achievement. In B. M. Taylor, & P. D. Pearson (Eds.). (2002). Teaching reading: Effective schools, accomplished teachers. (pp. 361 373). Lawrence Erlbaum. https://www.researchgate.net/publication/312839932_Research supported_characteristics_of_teachers_and_schools_that_promote_reading_achievement
• Vandenberg, R. J., & Lance, C. E. (2000). A Review and synthesis of the measurement invariance literature: Suggestions, practices and recommendations for organizational research. Organizational Research Methods, 3, 4 70. https://doi.org/10.1177%2F109442810031002
• Vellutino, F. R., Fletcher, J. M., Snowling, M. J., & Scanlon, D. M. (2004). Specific reading disability (dyslexia). What have we learned in the past four decades. Journal of Child Psychology and Psychiatry, 45(1), 2 40. https://doi.org/10.1046/j.0021 9630.2003.00305.x
• Washburn, E. K., Joshi, R. M., & Binks-Cantrell, E. S. (2011). Teacher knowledge of basic language concepts and dyslexia. Dyslexia, 17, 165–183. https://doi.org/10.1002/dys.426
• Washburn, E. K., Mulcahy, C. A., Musante, G., & Joshi, R. M. (2017). Novice teachers’ knowledge of reading related disabilities and dyslexia. Learning Disabilities: A Contemporary Journal, 15(2), 169-191. https://files.eric.ed.gov/fulltext/EJ1160653.pdf
• Yurdakal, İ. H. (2014). İlkokullarda okuma güçlüğünde yaşanan sorunlar ile eğitim uygulamalarına ilişkin öğretmen ve öğrenci görüşleri [Teachers’ and students’ views regarding to problems encountered at primary schools related to reading disorders and educational activities for dyslexic students]. [Unpublished master’s thesis]. Pamukkale University.