Development and validation of a teacher awareness questionnaire about dyslexia

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH South African Journal of Childhood Education Pub Date : 2023-01-20 DOI:10.4102/sajce.v13i1.1228
Franca O. Okechukwu, Philip C. Mefoh, Uju I. Nubia, Ezinne J. Nwauzoije, Chidiogo L. Umennuihe, Chibundo A. Nwobi, Kalu T. Ogba, Moses E. Chukweze, Joseph C. Aliche, Ezeda K. Ogbonnaya, Dorathy N. Okoli, Clara C. Onyekachi, Stephen Abang, Esther Epistle, Chioma Nnorodi, Chidera V. Obi
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Abstract

Background: Dyslexia is a learning disability that affects children of school-going age and exists in all cultures and backgrounds. Dyslexic children are deficient in phonological awareness, which makes the children to fail to attain the skills of reading, writing and spelling commensurate with their intellectual abilities. Inadequate knowledge about the nature of dyslexia by primary school teachers results in poor categorisation of at-risk children. Aim: This study sought to achieve two objectives. The first was to develop and validate the Teachers Awareness Questionnaire (TAQ), while the second goal was to use the validated TAQ to assess primary school teachers’ level of awareness about dyslexia. Setting: Primary school teachers in Nsukka and nearby rural communities filled the TAQ and the Scale of Knowledge and belief about Developmental Dyslexia. Nsukka is called the university town and it is a slow-paced environment that is devoid of the usual hustle and bustle of most major towns in Nigeria. Methods: The cross-sectional design was employed to gather data for the measurement process. Data were analysed using bivariate correlations and descriptive statistics. Results: The TAQ has good internal consistency ( r = 0.77) and an adequate convergent validity ( r = 0.74, p < 0.01). Results also reveal that primary school teachers possessed low level of awareness about dyslexia. Conclusion: The study findings show that primary school teachers in Nigeria lack the requisite knowledge about dyslexia. The study suggests psycho-education for primary school teachers to empower them with information about the condition. Contribution: This study measured primary school teachers’ level of awareness about dyslexia. The results showed that primary school teachers’ awareness about dyslexia is poor, and this suggests that the use of labels (e.g., dullard) by some primary school teachers to describe their pupils may be incorrect. The study recommend to School Management Boards to take action to improve the teachers level of awareness about dyslexia, which would promote early identification of dyslexic pupils and possible intervention.
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教师阅读障碍意识问卷的编制与验证
背景:阅读障碍是一种影响学龄儿童的学习障碍,存在于所有文化和背景中。失读症儿童缺乏语音意识,这使得儿童无法获得与其智力能力相适应的阅读、写作和拼写技能。小学教师对阅读障碍的本质认识不足,导致对高危儿童的分类不佳。目的:本研究旨在达到两个目的。第一个目标是开发和验证教师认知问卷(TAQ),第二个目标是使用经验证的TAQ来评估小学教师对阅读障碍的认知水平。背景:恩苏卡及附近农村社区小学教师填写发展性阅读障碍TAQ和知识信念量表。恩苏卡被称为大学城,它是一个节奏缓慢的环境,没有尼日利亚大多数主要城镇通常的喧嚣。方法:采用横断面设计收集测量数据。使用双变量相关性和描述性统计分析数据。结果:TAQ具有良好的内部一致性(r = 0.77)和足够的收敛效度(r = 0.74, p <0.01)。结果还显示,小学教师对阅读障碍的认知水平较低。结论:本研究结果显示奈及利亚小学教师缺乏有关阅读障碍的必要知识。该研究建议对小学教师进行心理教育,使他们能够了解这种情况。贡献:本研究测量了小学教师对阅读障碍的认知水平。结果显示,小学教师对阅读障碍的认识较差,这表明一些小学教师使用标签(例如,迟钝)来描述他们的学生可能是不正确的。该研究建议学校管理委员会采取行动,提高教师对阅读障碍的认识水平,这将促进对阅读障碍学生的早期识别和可能的干预。
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来源期刊
South African Journal of Childhood Education
South African Journal of Childhood Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.90
自引率
11.10%
发文量
50
审稿时长
25 weeks
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