Browsing by Subject "early identification"

The purpose of this study was to find out what kind of means do preschool teachers have for identifying dyslexia and how they evaluate these means. Earlier research has proven that dyslexia can be identified before school-age. An abnormal linguistic development, a deficiency in phonological skills, slowness in naming and especially having challenges in learning the alphabet are all possible signs of dyslexia. I find this topic to be worthy of studying because preschool and the fall of 1st grade are crucial periods in which a child’s self-image as a learner is built. Identifying dyslexia in preschool enables an early intervention and the successful construction of a capable learner self-image. The study was carried out with a qualitative research method and material was gathered using a theme interview. The material was gathered during October and November 2016 interviewing five preschool teachers who had experience of working in preschools in Helsinki. The material was transcribed and separated into groups by themes which demonstrated themes used in the research questions. The material was analyzed using a theory based content analysis method. According to the results of the study preschool teachers used observation, tests, professional and occupational co-operation and co-operation with parents, as ways of identifying the dyslexia. Nevertheless all means were considered to reinforce one another The most useful and easier to use way proved to be observation and specified tests. The availability of useful means were considered to vary depending on the activity of the teacher. Teachers wished to receive more information on tests to survey the matter within preschoolers. As a conclusion it can be stated that preschool teachers use diverse ways of identifying dyslexia. Specific tests applicable for preschoolers for surveying the skills used in reading and the preparedness for it, are needed and asked for. Because the study was carried out in only one county, the results can not be transferred to others. Counties have their own ways of identifying dyslexia and deciding on the proper assistance needed around the matter. The results of this study could be utilized for improving and developing ways or means of identifying dyslexia.