Relationship between Dyslexia and the Academic Performance: Mediating Role of Teacher’s Awareness
Keywords:
Identifying dyslexic Students, Classroom management, teacher-parent participation, Teacher’s awareness, Academic performance.
Abstract
The academic performance of dyslexic students’ needs a lot of attention both from teachers as well as parents. Teachers must be well trained and have the expertise to carefully manage the class of dyslexic students. For this purpose, identifying dyslexic students, classroom management teacher-parent participation and awareness could play an important role in enhancing the academic performance of dyslexic students. The current study aims to investigate the indirect effects of awareness on the relationship between identifying dyslexic students, classroom management teacher-parent participation, and academic performance of students. Nonprobability convenience sampling was used. 372 participants participated in the survey. AMOS-SEM was used for data analysis. Measurement and structural models were developed. It was found that all the scales were found reliable and valid. Moreover, all the direct and indirect relationships were also found positive and significant. Awareness and teacher-parent participation were found most dominant factors on basis of beta values.
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References
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Dahaene, S., Cohen, L., Morais, J., & Kolinsky, R. (2015). Illiterate to literate: Behavioral and cerebral changes induced by reading acquisition. Nature, 16, 234-244.
de Santana, V. F., de Oliveira, R., Almeida, L. D. A., & Baranauskas, M. C. C. (2012, April). Web accessibility and people with dyslexia: a survey on techniques and guidelines. In Proceedings of the international Cross-Disciplinary Conference on Web Accessibility (p. 35). ACM.
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Fletcher, J. M., & Reschly, D. J. (2005). Changing procedures for identifying learning disabilities: The danger of perpetuating old ideas. The School Psychologist, 10-15.
Fletcher, J., Reid Lyon, G., Fuchs, L., & Barnes, M. (2007). Learning Disabilities: From Identification to Intervention. New York: Guildford Press.
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Fowler, S., & Stein, J. (1982). Diagnosis of dyslexia by means of a new indicator of eye dominance. British Journal of Ophthalmology, 66 (5), 332-336.
Frith, U. (1986). A developmental framework for developmental dyslexia. Annals of dyslexia, 36, 69-81.
Galaburda, A. (1999). Developmental dyslexia: a multilevel syndrome. Dyslexia: An International Journal of Research and Practice, 5, 183-91.
Gerhardstein, P., & Rovee-Collier, C. (2002). The development of visual search in infants and very young children. Journal of Experimental Child Psychology, 81, 194–215.
Griffiths, S. (2012). Being dyslexic doesn’t make me less of a teacher”. School placement experiences of student teachers with dyslexia: strengths, challenges and a support model. Journal of American Psycholog,y 4(3), 54-65.
Griffiths, C., Norwich, B., & Burden, R.L. (2004) Parental agency, identity, and knowledge: mothers of children with dyslexia. Oxford Review of Education, 30(3), 417-434.
Grimes, J. (2002). Responsiveness to interventions: The next step in special education identification, service, and exiting decision making. Revision of paper written for the Office of Special Education Programs, U.S. Department of Education, and presented at the OSEP’s LD Summit conference. Washington, DC.
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Published
2022-03-10
How to Cite
Kundi, G. M., & Alharbi, M. F. (2022). Relationship between Dyslexia and the Academic Performance: Mediating Role of Teacher’s Awareness. Amazonia Investiga, 11(50), 215-231. https://doi.org/10.34069/AI/2022.50.02.21
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