How and How Much Do I Know About Dyslexia? - Self-Evaluation of Students of Teacher Training Studies at Faculty of Education in Osijek

Dyslexia is a specific reading difficulty that affects accurate and fluent reading and writing (BDA, 2009). The main characteristics of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing... [ view full abstract ]

Dyslexia is a specific reading difficulty that affects accurate and fluent reading and writing (BDA, 2009). The main characteristics of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed. Early signs of dyslexia can be recognized in pre-school age and they include word mispronunciation, limited vocabulary, poor rhyming skills and difficulty in following instructions. The formal diagnosis of dyslexia can be made after the first grade thus making their class teachers crucial for recognizing this difficulty. Early diagnosis and appropriate teaching approaches are key factors for successful integration of students with dyslexia. The quality of class teachers’ education in Croatia has been the aim of several research (e.g. Erdeljac i Franc, 2012; Fiser i Dumancic, 2014; Kaldonek-Crnjakovic i Fiser, 2016.; Kuvac i Vancas, 2003;  Radetic Paic, 2015). The results have implied that participants’ teaching practice is not entirely inclusive and that the curriculum of Faculties of Teacher Education should include modules on special education.  The present research confirmed the same shortcomings in the education of pre-service teachers in Osijek who have not yet been part of such study. This research also addressed questions of extracurricular source of information about dyslexia. 65 students of 9^thsemester of Class Teacher Studies at ‘Josip Juraj Strossmayer’ University of Osijek and its branch department in Slavonski Brod participated in the study. The analysis of the gathered data revealed that more than half of the participants estimated they would not be adequately qualified to teach students with dyslexia. They also reported that the internet was a leading source of information about dyslexia and that they were willing to undergo further education to learn more about how to teach students with dyslexia.

Key words: 

dyslexia, teacher training studies, students’ self-evaluation