Development and validation of a teacher awareness questionnaire about dyslexia

South African Journal of Childhood Education

Field Value
Title Development and validation of a teacher awareness questionnaire about dyslexia
Creator Okechukwu, Franca O. Mefoh, Philip C. Nubia, Uju I. Nwauzoije, Ezinne J. Umennuihe, Chidiogo L. Nwobi, Chibundo A. Ogba, Kalu T. Chukweze, Moses E. Aliche, Joseph C. Ogbonnaya, Ezeda K. Okoli, Dorathy N. Onyekachi, Clara C. Abang, Stephen Epistle, Esther Nnorodi, Chioma Obi, Chidera V.
Subject Psychology; Health Education; child development dyslexia; phonological processing; reading difficulties; Teachers Awareness Questionnaire; psycho-education
Description 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.
Publisher AOSIS
Date 2023-01-20
Type info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion — Cross-sectional survey. Sampling was convenient.
Format text/html application/epub+zip text/xml application/pdf
Identifier 10.4102/sajce.v13i1.1228
Source South African Journal of Childhood Education; Vol 13, No 1 (2023); 7 pages 2223-7682 2223-7674
Language eng
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Coverage Nigerian primary school teachers School-going age (5 - 13 years) Mean age= 42.16 years, Male (77), Female (136); Urban (117), Rural (96.)
Rights Copyright (c) 2023 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,