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Dyslexia and Traumatic Experiences

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Edited By Evelin Witruk, Shally Novita, Yumi Lee and Dian Sari Utami

This book focuses on dyslexia and traumatic experiences. It strives towards fostering a scientific exchange that promotes emergence of synergy effects and real progress in the understanding of dyslexia, psychological trauma, and stress experiences, as well as special methodological problems of qualitative research. The international and interdisciplinary team includes authors from Indonesia, Sri Lanka, Morocco, Sudan, South Africa, South Korea, Iran, China, Portugal, and Germany. The main topics of the book relate to dyslexia with some new perspectives on this old phenomenon, to traumatic experiences, to intervention methods and to some special methodical problems, particularly in qualitative research methods.
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Yumi Lee, Julia Strobel, & Evelin Witruk - Teachers’ Knowledge about Dyslexia: A Cross-cultural Comparison Study between Germany and South-Korea

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Yumi Lee, Julia Strobel, & Evelin Witruk

University of Leipzig, Germany

Teachers’ Knowledge about Dyslexia: A Cross-cultural Comparison Study between Germany and South-Korea

Abstract. Children with dyslexia have particular problems in learning how to read and write. Therefore they need special support. In Germany (specifically in Saxony), special dyslexia classes have been established, in which students with dyslexia are taught by qualified teachers for two years. In Korea, however, even the term of dyslexia is not well known and recognized for teachers. The aim of this study was to examine cross-cultural similarities and differences of teachers’ experiences and their knowledge about children with ADHD by comparing three samples of primary school teachers from Korea and Germany (a: German special dyslexia class teachers; b: German regular class teachers; c: Korean regular class teachers). Matched samples of 45 German teachers (special dyslexia and regular classroom teachers) and 45 Korean regular classroom teachers were used for data analysis. Descriptive analysis, frequency analysis, and mean analysis were used to test 3 hypotheses. As a result, German special dyslexia class teachers have higher knowledge about dyslexia as well as students with dyslexia. However, regular class teachers (both in Korea and Germany) are not sufficiently prepared to teach students with dyslexia and to support these individually. Compared to German sample (both special and regular class teachers), Korean teachers have significantly lower knowledge about dyslexia. Thus, (a) awareness, (b) study/information, and (c) additional training (at university, in-service) of...

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