teacher experiences, awareness, and beliefs about the children with reading and writing disability...
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![Page 1: Teacher experiences, awareness, and beliefs about the children with reading and writing Disability Dr. Samudra Senarath Department of Educational Psychology](https://reader036.vdocuments.site/reader036/viewer/2022062519/5697bfc31a28abf838ca5244/html5/thumbnails/1.jpg)
Teacher experiences, awareness, and Teacher experiences, awareness, and beliefs about the children with beliefs about the children with reading and writing Disability reading and writing Disability
Dr. Samudra SenarathDepartment of Educational PsychologyFaculty of EducationUniversity of Colombo
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OverviewOverview
Rational of the Study
Research objectives of the Study
Methods and Sample
Results and Discussion
Conclusions and Suggestions
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Rational of the studyRational of the study
Dyslexia related literature stated that some children have great difficulty in learning to read and write despite normal intelligence.
Dyslexia literally means difficulty in reading, writing , spelling and pronouncing words.
Prevalence in school children 4-8%
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Contd.Contd.
Research in this field highlighted that appropriate teaching and support dyslexia children can make progress, but
- teacher’s less knowledge and experiences - inadequate teacher training program - lack of time -being overloaded with daily school
routines and responsibilities prevent helping for these children
- focuses on competitive three national exams,
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Research objectives of the StudyResearch objectives of the Study
Identify teacher experiences towards dyslexic (reading and writing problem) children
Examine teacher knowledge, and beliefs relating to the dyslexic children.
Examine teacher job satisfaction Examine teacher emotional status
when working with reading and writing problem children
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Research DesignResearch Design
Sample survey study Sample: purposive sample method,80
postgraduate teachers Primary teachers: 62 Special education teachers: 18Instrument : Standardized test with five
subscales (German version) Dyslexia subjective knowledge : Smith,
Fabriger,Macdougal ,Wiesenthal (2008); test reliability Cronbach α= .892
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Contd.Contd.
Dyslexia objective knowledge: Wadlington &Wadlington (2005); α= .536
Job satisfaction test ; Kopp (2009), α= .876
Emotional test ; α= .932
Data analyzing methods: Mean and SD, percentage, and t-test,
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Teaching Experience Teaching Experience
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Experiences in Teaching Children Experiences in Teaching Children with Reading and Writing with Reading and Writing
DifficultiesDifficulties
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Teacher Training Experiences on Dyslexic Teacher Training Experiences on Dyslexic Children Children
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Self-learning experiences about Self-learning experiences about LRS children LRS children
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Level of knowledge - reading and writing Level of knowledge - reading and writing difficulties of children(subjective difficulties of children(subjective knowledge)knowledge)
1 = No Knowledge 7 = Higher Knowledge
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Dyslexic characteristicsDyslexic characteristics
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Teacher beliefs about dyslexic Teacher beliefs about dyslexic characteristicscharacteristics
Teacher beliefs (Dyslexic Characteristics) Teacher Group Correct
% Incorrect
%
Have a low IQ level Primary 96 4
Special 2 98
Same word is written in differently in each and every time Primary 27 73
Special 82 18
Mix up consonants when they read and write Primary 34 66
Special 100 0
Children of any social level could be affected by this condition
Primary 34 66
Special 100 0
Have a good memory Primary 13 87
Special 85 15
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Teacher Job SatisfactionTeacher Job Satisfaction
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Teacher Job SatisfactionTeacher Job Satisfaction
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Teacher’s Mental status Teacher’s Mental status
* ** ** ** *
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Conclusions and Suggestions Conclusions and Suggestions
special education teachers have higher subject knowledge about dyslexia than primary teachers through their teacher training and postgraduate diploma professional courses.
Special education teachers have higher job satisfaction level compare to the primary teachers
There is significant differences between primary and special education teachers’ emotions when they are working with reading and writing problem children.
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SuggestionsSuggestions
Teachers need more training on dyslexia; more facilities; teaching –learning aids, collaborative works, additional assistant teacher for primary grades etc.
Necessity of increasing teacher job satisfaction factors.
Teacher student ratio should be suitable for the primary grades.
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Thank you !!!