Makgato Mary M, Leseyane-Kgari Monicca, Cekiso Madoda, Mandende Itani P, Masha Rose
Department of Applied Languages, Faculty of Humanities, Tshwane University of Technology, Pretoria, South Africa.
Afr J Disabil. 2022 Apr 28;11:807. doi: 10.4102/ajod.v11i0.807. eCollection 2022.
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.
The study therefore sought to evaluate awareness and knowledge of dyslexia among primary school teachers working in the government sector.
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.
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.
Based on the findings, recommendations such as early diagnoses through testing, parental involvement, conducive learning environment and teachers' professional development regarding dyslexia were made.
许多发达国家在解决与诵读困难相关的问题上取得了迅速进展，但在南非等发展中国家，这一问题尚未得到充分关注。
因此，该研究旨在评估在政府部门工作的小学教师对诵读困难的认识和了解。
采用现象学设计，该研究采用混合方法。样本包括30名有目的地挑选的小学教师。使用一份由是非题、封闭式问题和开放式问题组成的问卷来收集数据。使用SPSS 22版和Excel数据分析器4来分析定量数据，而定性数据则进行主题分析。
结果表明，小学教师对诵读困难有基本的认识和了解。发现他们中的许多人在课堂上教诵读困难的学生时使用的策略有限。
基于这些发现，提出了一些建议，如通过测试进行早期诊断、家长参与、营造有利的学习环境以及教师关于诵读困难的专业发展。
