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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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Samudra Senarath - Teachers’ Knowledge about Dyslexia in Sri Lanka

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Samudra Senarath

University of Colombo, Sri Lanka

Teachers’ Knowledge about Dyslexia in Sri Lanka

Abstract. For many years scientists have conducted studies on reading disability where some children have great difficulty in learning to read, write, spell and pronounce the words, despite normal intelligence. These difficulties are identified under the concept of dyslexia. Researchers have proved that dyslexic symptoms shows poor letter-sound knowledge and phoneme awareness, as well as problem with coping. Further studies proved that dyslexic children possesses anxiety, psycho somatoform complaints, and less self-esteem however teachers’ awareness of these problems are less. Research studies show that there are misconceptions, lack of awareness and knowledge among educators concerning dyslexia. This lack of awareness among teachers leads to a poor understanding of the needs of children which results in anxiety. The teacher’s self effectiveness, mental status towards them plays a significant role. Teachers’ who acquire knowledge and training, may have better chances to identify children with dyslexia, meet their diverse needs, and may mediate the adjustment of those needs. In Sri Lanka this type of research is lacking. But in school settings, most of the teachers have recognized that some students find difficulty in reading and writing even though the teachers’ knowledge about the dyslexic children is less. So the objectives of this study were to identify teachers’ knowledge towards dyslexic children, examine teachers’ effectiveness and investigate teachers’ emotions when they work with dyslexic children. The survey method and purposive sampling...

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