Enhancing Pre-Service Primary School Teachers' Knowledge and Perceptions of Dyslexia and Dyscalculia

Authors : Hatice Çetin, Selis Öncel

Pages : 527-540

View : 240 | Download : 728

Publication Date : 2025-12-01

Article Type : Research Paper

Abstract :Introduction: This study aimed to evaluate the knowledge and perceptions of pre-service primary school teachers regarding dyslexia and dyscalculia, and to examine the impact of education on these topics. Method: Within the scope of the quantitative research method, the study took the form of a survey with a weak experimental design. In the first stage of the research, the researchers collected data from 318 participants to measure their knowledge and perceptions of the subject in question. In the second stage of the research, training on dyslexia and dyscalculia was provided by academic experts. The researchers collected data from 42 participants who voluntarily participated in dyscalculia training and 45 participants who voluntarily participated in dyslexia training. The analysis focused on mean scores, standard deviations, and difference scores. The study used dependent sample t-tests for the dyscalculia training data and Wilcoxon signed-rank tests for the dyslexia training data. Findings: There was a significant difference between the teachers’ pre-knowledge/pre-perceptions and post-knowledge/post-perceptions. The training on dyscalculia and dyslexia was thus effective in improving the knowledge and perceptions of the pre-service teachers. Discussion: It is essential to provide access to such training for pre-service primary school teachers who are going to work with students with learning difficulties such as dyslexia and dyscalculia, and to increase their knowledge and skills in these areas.
Keywords : Algı, bilgi, diskalkuli, disleksi, öğrenme güçlüğü, öğretmen adayları

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