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African Journal of Disability (Online)

On-line version ISSN 2226-7220
Print version ISSN 2223-9170

Abstract

MAKGATO, Mary M. et al. Evaluating the awareness and knowledge of dyslexia among primary school teachers in Tshwane District, South Africa. Afr. j. disabil. (Online) [online]. 2022, vol.11, pp.1-12. ISSN 2226-7220.  http://dx.doi.org/10.4102/ajod.v11i0.807.

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.

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