Buğday, M. & Sari, H. (2022.pdf

This study aimed to evaluate the effect of teacher training program developed on dysgraphia concerning teachers' knowledge proficiency. The study was organized according to the mixed method. There is no significant difference between the pre-test knowledge competencies of the experimental group teachers and the control group participants, where the training program developed for teachers working with dysgraphia students was applied. There is a significant difference in favor of the experimental group between the post-test knowledge competencies of the participants in the experimental group and the control group, where the training program developed for teachers working with dysgraphia students was applied. There is a significant difference in favor of the experimental group between the retention test scores of the experimental group participants and the control group participants, where the training program developed for teachers working with dysgraphia students was applied. It has been observed that teachers make statements consistent with the literature to a large extent, both when identifying the students with dysgraphia in their classrooms and when explaining the developmental characteristics of students with dysgraphia.

本研究旨在评估针对书写障碍（dysgraphia）开发的教师培训项目对教师知识熟练度的影响。研究采用混合方法设计。针对需指导书写障碍学生的教师实施该培训项目后，实验组教师与对照组参与者的前测知识能力无显著差异；实验组与对照组参与者的后测知识能力存在显著差异，且实验组表现更优；实验组与对照组参与者的保持测试（retention test）成绩存在显著差异，且实验组表现更优。研究观察到，教师在识别班级中的书写障碍学生及阐释其发展特征时，所做表述大多与现有文献一致。