EFL Teachers' Awareness of Dyslexia: The Case of Iranian Context

Autor/inn/en	Nushi, Musa; Eshraghi, Mitra
Titel	EFL Teachers' Awareness of Dyslexia: The Case of Iranian Context
Quelle	In: AILA Review, 36 (2023) 1, S.14-37 (24 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nushi, Musa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1461-0213
Schlagwörter	Dyslexia; Foreign Countries; English (Second Language); Second Language Learning; Second Language Instruction; Students with Disabilities; Teacher Student Relationship; Knowledge Level; Language Teachers; Teacher Attitudes; Teacher Characteristics; Teacher Education Curriculum; Educational Change; Faculty Development; Instructional Materials; Iran + Suchen Sie Ihr Suchwort? Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Teacher student relationships; Lehrer-Schüler-Beziehung; Wissensbasis; Language teacher; Sprachunterricht; Lehrerverhalten; Bildungsreform; Lehrmaterial; Lehrmittel; Unterrichtsmedien
Abstract	Dyslexia is one of the most common learning disabilities among students, and teachers are often the very first to notice dyslexic students. It is therefore imperative that teachers be well-prepared to intervene appropriately and effectively once they encounter dyslexic students. The current study investigates teachers' knowledge about the disorder in an English as a foreign language (EFL) context. Employing a questionnaire designed by Soriano et al. (2016), the study evaluates the awareness of dyslexia among 84 Iranian English teachers working in language institutes. The findings revealed that the majority of the teachers lacked adequate knowledge of the disorder but that they wished to learn more about this learning disability. Furthermore, the teachers' awareness of the disorder was found to be independent of their demographic characteristics such as gender, previously completed programs, years of teaching experience, and experience with dyslexic students. The findings of this research can be informative for teacher educators, curriculum designers, and materials developers as there seems to be a need for revisions in teacher training curricula, instructional policies, and materials. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01