Do I know enough? : primary teachers’ perceptions on their knowledge of dyslexia

Abstract

Teachers' perceptions and views of dyslexia are crucial to identify and support children with dyslexia in class. Various studies indicate that primary school teachers still have certain misconceptions about dyslexia. This presented study aimed to explore the perceptions that Maltese primary school teachers have of dyslexia. A questionnaire survey was utilized to collect the data from the primary school teachers. This study found that although primary school teachers are acquainted with some of the effects that dyslexia has, teachers still had misconceptions and/or uncertainties regarding the neurobiological causes and characteristics of dyslexia. In addition, it was found that little or no support, training, and resources are given to primary school teachers to deal with the children with dyslexia. Finally, this study proposed a number of recommendations to help the teachers to deal with the children with dyslexia.