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Journals / ODÜ SOSYAL BİLİMLER ARAŞTIRMALARI DERGİSİ-ODÜSOBİAD / 2026 / Cilt: 16 Sayı: ISRIS 2026 Özel Sayı

The future of the classroom and Dyslexia: Preservice teachers’ knowledge and beliefs

Sınıfın geleceği ve Disleksi: Öğretmen adaylarının bilgi ve inanç düzeyleri

Selva Bakkaloglu(SELCUK UNIVERSITY)0000-0002-2025-4169
Pages
1–13
Publication Date
2026-07-06
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Additionally, having a close relative with dyslexia was found to be effective only in the general knowledge dimension.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The purpose of this study is to examine the levels of knowledge and beliefs regarding dyslexia among elementary teacher candidates in relation to certain variables.
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Key Findings & Data:The study group consisted of a total of 181 elementary teacher candidates enrolled in the faculties of education at various universities.
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Conclusion & Impact:Additionally, having a close relative with dyslexia was found to be effective only in the general knowledge dimension.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:Disleksi · sınıf öğretmeni · inanç

Abstract

The purpose of this study is to examine the levels of knowledge and beliefs regarding dyslexia among elementary teacher candidates in relation to certain variables. The research was conducted within the framework of the survey model, one of the quantitative research methods. The study group consisted of a total of 181 elementary teacher candidates enrolled in the faculties of education at various universities. A personal information form and the ‘Dyslexia Knowledge and Belief Scale’ were used as data collection tools. In addition to descriptive statistics, independent samples t-tests and one-way analysis of variance (ANOVA) were applied in the data analysis. According to the research findings, it was determined that the prospective teachers’ levels of knowledge and beliefs regarding dyslexia were generally at a moderate level. When the sub-dimensions were examined, the highest mean was observed in the diagnosis dimension, while the lowest mean was found in the treatment dimension. This indicates that prospective teachers are relatively adequate in recognizing dyslexia but have more limited knowledge regarding intervention and support processes. While no significant difference was found based on gender, it was determined that having taken a course in the field of dyslexia had a significant and positive effect on knowledge and belief levels. Additionally, having a close relative with dyslexia was found to be effective only in the general knowledge dimension.

Özet

Bu araştırmanın amacı, sınıf öğretmeni adaylarının disleksiye ilişkin bilgi ve inanç düzeylerinin bazı değişkenlere göre incelenmesidir. Araştırma, nicel araştırma yöntemlerinden tarama modeli kapsamında gerçekleştirilmiştir. Çalışma grubunu, farklı üniversitelerin eğitim fakültelerinde öğrenim gören toplam 181 sınıf öğretmeni adayı oluşturmaktadır. Veri toplama aracı olarak kişisel bilgi formu ile ‘Disleksi Bilgi ve İnanç Ölçeği’ kullanılmıştır. Verilerin analizinde betimsel istatistiklerin yanı sıra bağımsız örneklemler t-testi ve tek yönlü varyans analizi (ANOVA) uygulanmıştır. Araştırma bulgularına göre öğretmen adaylarının disleksiye ilişkin bilgi ve inanç düzeylerinin genel olarak orta düzeyde olduğu belirlenmiştir. Alt boyutlar incelendiğinde, en yüksek ortalamanın tanı boyutunda, en düşük ortalamanın ise tedavi boyutunda olduğu görülmüştür. Bu durum, öğretmen adaylarının disleksiyi tanıma konusunda görece yeterli, ancak müdahale ve destek süreçleri açısından daha sınırlı bilgiye sahip olduklarını göstermektedir. Cinsiyet değişkenine göre anlamlı bir farklılık bulunmazken, disleksi alanında ders alma durumunun bilgi ve inanç düzeyleri üzerinde anlamlı ve olumlu bir etkisi olduğu belirlenmiştir. Ayrıca disleksili bir yakına sahip olmanın yalnızca genel bilgi boyutunda etkili olduğu görülmüştür.

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Cite This Article

Bakkaloglu, S. (2026). The future of the classroom and Dyslexia: Preservice teachers’ knowledge and beliefs. ODÜ SOSYAL BİLİMLER ARAŞTIRMALARI DERGİSİ-ODÜSOBİAD, Cilt: 16 Sayı: ISRIS 2026 Özel Sayı, 1–13. https://doi.org/10.48146/odusobiad.1945269

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