Investigating EFL Teachers’ Awareness of Dyslexia in Primary Schools in Jijel

Abstract

The present study attempts to investigate EFL primary school teachers’ awareness of dyslexia in Jijel. It aims to determine EFL primary school teachers’ level of awareness of dyslexia, examine teachers ability to handle and guide dyslexic students’ to reduce their reading and writing difficulties, and provide a better understanding of teachers’ perceptions of the effectiveness of teaching strategies used to support dyslexic learners. For the sake of reaching these aims, a teacher questionnaire, which included the Dyslexia Belief Index (DBI) test, was used and administered to thirty-five out of ninety-three EFL primary teachers in Jijel, Algeria. The findings have revealed that the vast majority of EFL primary school teachers in Jijel lack knowledge about dyslexia as well as about how to manage dyslexic learners’ reading and writing problems