Assessment of Learners with Dyslexia in Mainstream Primary Schools: An Investigation

Autor/inn/en	Nkomo, Duduzile; Mulaudzi, Peter; Dube, Buyisani
Titel	Assessment of Learners with Dyslexia in Mainstream Primary Schools: An Investigation
Quelle	In: South African Journal of Education, 41 (2021) 2, Artikel 1855 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Nkomo, Duduzile) ORCID (Mulaudzi, Peter) ORCID (Dube, Buyisani)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Students with Disabilities; Elementary School Students; Young Children; Early Intervention; Reading Diagnosis; Teacher Attitudes; Administrator Attitudes; Cognitive Style; Interdisciplinary Approach; Parent Participation; Mainstreaming; Foreign Countries; Dyslexia; Remedial Reading; Assessment Literacy; Zimbabwe + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Frühe Kindheit; Lehrerverhalten; Cognitive styles; Kognitiver Stil; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Elternmitwirkung; Ausland; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Leseförderung; Simbabwe
Abstract	With this study we sought to investigate the effectiveness of assessment of learners with dyslexia in mainstream primary schools in the Bubi district of Matabeleland North, Zimbabwe. An exploratory case study design of the qualitative approach was adopted. Semi-structured individual interviews and focus group interviews (FGI) were used to collect data from heads of schools and teachers selected for the study. Gathered data were analysed and interpreted thematically. The major findings of the study were that no standardised instruments existed to assess learners with dyslexia in the infant category, the test used for those in the junior school category was not effective enough and most teachers had limited knowledge of dyslexia. We recommend the development of a variety of culturally sensitive assessment tools for infants as well as the junior school category. We also recommend that early diagnosis for early intervention and continuous professional development of teachers to keep abreast of the current trends in the education of learners with dyslexia be implemented. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01