EFL teachers’ awareness of dyslexia
The case of Iranian context
Bibliographic Data
| ID | 15348121 |
|---|---|
| Authors | Musa Nushi (0000-0003-1917-5372, Shahid Behehsti University, corresponding author), Mitra Eshraghi (Alzahra University) |
| Year | 2023 |
| Volume | 36 |
| Issue | 1 |
| Pages | 14-37 |
| Publication date | 2023-07-24 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | AILA Review (JOURNAL) |
| Journal identifiers | ISSN: 1461-0213 • E-ISSN: 1570-5595 |
| Publisher | John Benjamins Publishing Company (PUBLISHER • NL) |
| DOI | 10.1075/aila.22004.mus |
| OpenAlex | W4385196519 |
| Language | EN |
| Citations received | 2 |
| References cited | 37 |
Dyslexia is one of the most common learning disabilities among students, and teachers are often the very first to notice dyslexic students. It is therefore imperative that teachers be well-prepared to intervene appropriately and effectively once they encounter dyslexic students. The current study investigates teachers’ knowledge about the disorder in an English as a foreign language (EFL) context. Employing a questionnaire designed by Soriano et al. (2016) , the study evaluates the awareness of dyslexia among 84 Iranian English teachers working in language institutes. The findings revealed that the majority of the teachers lacked adequate knowledge of the disorder but that they wished to learn more about this learning disability. Furthermore, the teachers’ awareness of the disorder was found to be independent of their demographic characteristics such as gender, previously completed programs, years of teaching experience, and experience with dyslexic students. The findings of this research can be informative for teacher educators, curriculum designers, and materials developers as there seems to be a need for revisions in teacher training curricula, instructional policies, and materials
Context (archaeology · Curriculum · Dyslexia · English as a foreign language · Foreign language · Linguistics · Mathematics education · Medical education · Notice · Pedagogy · Reading (process · Cognitive and developmental aspects of mathematical skills · Educational Methods and Media Use · Medicine · Psychology · Reading and Literacy Development
Facilitating positive L1 transfer through explicit spelling instruction for EFL learners with dyslexia
Knowledge and beliefs about developmental dyslexia in pre-service and in-service Spanish-speaking teachers
Reading strategies in Spanish developmental dyslexics
Spelling transparency and its impact on dyslexic and unimpaired children’s memory for words
Reading difficulties in Spanish adults with dyslexia
Elementary teacher’s knowledge of response to intervention implementation
Are preservice teachers prepared to teach struggling readers
Exploring dyslexics' phonological deficit III
Investigation of Chinese University Students’ Attributions of English Language Learning
Neurobiological bases of reading disorder part II
The effects of theoretically different instruction and student characteristics on the skills of struggling readers
Using thematic analysis in psychology
Phonological Awareness across Child Populations
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |