Primary school teachers' readiness in identifying children with dyslexia: a national survey in Sri Lanka

Weerasingha Arachchige Nadhee Peries, Bimali Indrarathne, B. Deepal W. Jayamanne, Thimathi D. Wickramasekara, K. Anoma C. Alwis, Achala U. Jayatilleke

Research output: Contribution to journalArticlepeer-review


Primary school teachers should be able to identify struggling learners who may have dyslexia type learning difficulties, in order to facilitate early intervention. Considering this importance, a nationwide survey was conducted in Sri Lanka with 705 primary school teachers among randomly selected schools in order to investigate teacher readiness to identify learners with dyslexia. Teacher readiness was measured based on three variables (a) teachers' self-reported basic knowledge of dyslexia, (b) their self-reported awareness of local tools and processes used to identify dyslexia and (c) their self-reported attitudes towards engaging in identifying dyslexia. Data were gathered through a structured questionnaire. Logistic regression analyses revealed that the participants had minimal readiness to engage in identifying learners with dyslexia. However, most of them showed positive attitudes towards actively engaging in identifying dyslexia.
Original languageEnglish
Number of pages24
Early online date6 Sep 2021
Publication statusE-pub ahead of print - 6 Sep 2021

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