Do primary teachers’ perspectives in Malta regarding dyslexia affect the support given to dyslexic students?

Abstract

The purpose of this study is to explore the perspectives that Maltese primary teachers have towards dyslexia and whether these perspectives affect the support given to dyslexic students by their teachers. This subject is becoming of increasing concern since it has become known that students with dyslexia need continuous support and guidance from society in general but especially from those close to them, including their teachers. This dissertation focuses on the different perspectives that teachers hold regarding dyslexia and how these perspectives may alter the support given to dyslexic students. Different factors which impact teachers’ perspectives towards students with dyslexia are tackled. This research meets the proposed aims through an extensive study of relevant literature and questionnaires given to teachers address different perspectives that teachers have regarding dyslexia. Semi-structured interviews with three different teachers working in the primary education sector were also used. The results indicate that Maltese primary school teachers are aware and have a somewhat positive perspective regarding dyslexia. However there is still the need of more educational training for primary teachers as Teachers’ positive and correct perspectives do not necessarily correlate with the support given.