Teachers’ Knowledge of Dyslexia in Akmola Region of Kazakhstan

Abstract

The International Association of Dyslexia (2020) suggests that 3 to 5% of the entire school population experience difficulties related to dyslexia. In many countries, dyslexia as a learning disability is supposed to be addressed within the inclusive system of education (International Dyslexia Association, 2016). Most researchers state that the success of learners with dyslexia depends on high-quality, evidence-based and informed teaching (Elliot & Grigorenko, 2014; Riddick, 2010; Thomson, 2009). A lack of knowledge by teachers about dyslexia can lead to ineffective teaching and, as a result, to the low academic performance of students with dyslexia (Camilleri, Chetcuti & Falzon, 2019). In recent years, much research has been conducted to explore teachers’ knowledge about dyslexia. Unfortunately, the lack of academic research on dyslexia in Kazakhstan makes it impossible to understand what Kazakhstani teachers know about dyslexia and what strategies they use to address this learning disability. The purpose of the present research was to measure teachers’ knowledge about dyslexia in mainstream schools of Akmola region in Northern Kazakhstan and to analyze if there is any relationship between teachers’ knowledge of dyslexia and their training experiences....