ASSESSMENT OF TEACHERS' ROLES IN EARLY IDENTIFICATION OFCHILDREN WITH DYSLEXIA IN PUBLIC PRIMARY SCHOOLS IN OYOSTATE

Abstract

This study investigated the role of public primary school teachers in Oyo State, Nigeria. The rationale stems from
the abysmally low awareness in the early detection of dyslexia in children aged 6 to 10. The study was guided by
four hypotheses. A sample of 386 instructors was chosen by multi-stage sampling from a population of 9,702
using a descriptive survey research design. Descriptive statistics, mainly frequency and mean, were used to
analyse the sociodemographic data, while inferential statistics, mainly ANOVA and t-tests, were used to test the
hypotheses. Teachers' Dyslexia Awareness and Identification Questionnaire (TDAIQ, r = 0.78) was designed by
the researcher. Four hypotheses guided the study. The findings showed that teacher knowledge was at a critically
low level (mean=35.32, t(385)=-27.47, p<.001), far below a 45-point threshold. Knowledge varied considerably
by qualification, with those with a B.Ed. (mean =35.54) demonstrating better knowledge those with an NCE (mean
=33.78, t(277)=-2.147, p=.034). Importantly, teachers with in-service training showed significantly more
knowledge (mean =42.71) than those without (mean =29.98, t(384)=42.64, p<.001). Although a minimum of
eleven years of experience was helpful, in-service training was found to be the most important thing. The study
comes to the conclusion that early intervention is undermined by a significant knowledge gap. In order to prepare
teachers as efficient first-line identifiers, it suggests enhancing pre-service teacher training courses and requiring
ongoing, mandated professional development on dyslexia.