Elementary school teachers’ knowledge on dyslexia

ABSTRACT Objective: to describe the knowledge of elementary school teachers on child dyslexia. Methods: 10 teachers from the 1st to the 5th year of elementary education in public schools in the municipality of Abreu e Lima, Pernambuco, Brazil, participated in the study. A semi-structured interview was conducted with each teacher, individually, in the school itself and was based on some guiding questions. Results: content analysis allowed the identification of three thematic categories: 1. Teacher training does not address dyslexia; 2. Feelings and difficulties of the literacy teacher facing the challenges of literacy; 3. Lack of knowledge about dyslexia: school management of possibly dyslexic children. Conclusion: the research revealed the lack of knowledge of literacy teachers on dyslexia, despite having undergraduate and postgraduate education, as well as that of teachers who participated in training offered by the municipal education network.

摘要
研究目的：本研究旨在描述小学教师对儿童诵读困难症（child dyslexia）的认知现状。
研究方法：招募巴西伯南布哥州阿布鲁-伊-利马市公立学校10名1至5年级小学教师参与本研究。采用半结构化访谈法，于校内对每位教师进行单独访谈，访谈以若干指导性问题为框架展开。
研究结果：通过内容分析可提炼出三大主题类别：1. 教师职前培训未涉及诵读困难症相关内容；2. 识字教师在识字教学挑战中面临的情绪与困境；3. 对诵读困难症认知不足：学校对疑似诵读困难儿童的管理现状。
研究结论：本研究显示，尽管参与研究的教师均接受过本科及研究生阶段教育，且参与过市教育系统提供的相关培训，但识字教师对诵读困难症的认知仍存在显著不足。