In our recent study, we delved into dyslexia perceptions among 176 Turkish pre-service EFL teachers, utilizing the insightful Knowledge and Beliefs about Developmental Dyslexia Scale (KBDDS) by Soriano-Ferrer and Echegaray-Bengoa (2014).

Key discoveries from our analysis include internal consistency coefficients of .87, .85, and .78 for respective factors. Participants provided valuable information on gender and grade, and the KBDDS offered three response options: Correct, False, and Do Not Know.

Our findings underscore prevalent misconceptions, emphasizing the crucial need for dyslexia education and awareness. Dyslexia, acknowledged as a lifelong condition, highlights the importance of early recognition for success. Explicit instruction on print-sound mapping principles and teacher support emerged as pivotal factors positively influencing dyslexic individuals.

A global perspective reveals decades of studies reflecting a concerning trend — teachers’ insufficient awareness of developmental dyslexia. This issue spans across the USA, the UK, China, Spain, and Turkey, emphasizing the urgent call for enhanced teacher understanding and inclusive education practices.

A sincere thank you extends to our participants, anonymous reviewers, and early readers. Your valuable insights have shaped and enriched our research.

Let’s continue advancing research for more equitable opportunities in education! 🚀📊 #DyslexiaResearch #InclusiveEducation #GlobalPerspectives