Assessing Primary School Teachers' Knowledge and Awareness of Dyslexia: A Comprehensive Evaluation of Identification Skills, Intervention Strategies, and Classroom Support Practices

Abstract

This article presents a framework for assessing primary school teachers’ knowledge and awareness of dyslexia across three key domains: identification skills, intervention strategies, and classroom support. Drawing on theories of professional knowledge, reading science, and inclusive education, it addresses the gap between dyslexia research and classroom practice. The framework integrates Shulman’s teacher knowledge domains with current insights into neurodevelopmental learning differences. Effective dyslexia support requires understanding phonological deficits, applying developmental reading theory for early identification, and using structured literacy for intervention. The proposed framework includes declarative, procedural, and conditional knowledge, highlighting the need for adaptive expertise in diverse classrooms. A three-domain competence model outlines teacher progression from basic awareness to expert implementation, while also identifying contextual factors affecting knowledge application and defining indicators for effective practice. The study highlights gap in teacher training and stresses the importance of ongoing, collaborative professional development that links theory with practice. Implications include recommendations for pre-service curricula, in-service training, and policy reforms to promote evidence-based approaches. This framework supports the creation of valid assessment tools and targeted learning initiatives, aiming to enhance outcomes for students with dyslexia and advance understanding of professional competence in specialized support