Original Research

Evaluating the awareness and knowledge of dyslexia among primary school teachers in Tshwane District, South Africa

Mary M. Makgato, Monicca Leseyane-Kgari, Madoda Cekiso, Itani P. Mandende, Rose Masha
African Journal of Disability | Vol 11 | a807 | DOI: https://doi.org/10.4102/ajod.v11i0.807 | © 2022 Mary M. Makgato, Monicca Leseyane-Kgari, Madoda Cekiso, Itani P. Mandende, Rose Masha | This work is licensed under CC Attribution 4.0
Submitted: 06 October 2020 | Published: 28 April 2022

About the author(s)

Mary M. Makgato, Department of Applied Languages, Faculty of Humanities, Tshwane University of Technology, Pretoria, South Africa
Monicca Leseyane-Kgari, Department of Applied Languages, Faculty of Humanities, Tshwane University of Technology, Pretoria, South Africa
Madoda Cekiso, Department of Applied Languages, Faculty of Humanities, Tshwane University of Technology, Pretoria, South Africa
Itani P. Mandende, Department of Applied Languages, Faculty of Humanities, Tshwane University of Technology, Pretoria, South Africa
Rose Masha, Department of Applied Languages, Faculty of Humanities, Tshwane University of Technology, Pretoria, South Africa


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Abstract

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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