Reading disabilities are expressed through the fragilities in several processes like the phonological awareness, the reading fluency and the reading comprehension.The present study has as main objectives to explore the perceptions of teachers of elementary school in face of reading disabilities, to explore their sense of self-efficacy to deal with these difficulties, as well as to understand how their formation contributes when dealing with reading disabilities and which strategies are adopted by teachers for students with these difficulties. To pursue these objectives, the qualitative methodology was used, and online interviews were conducted, based on a semi-structured interview guide built for this purpose. Five elementary school teachers participated in this study.The results obtained demonstrate that the most frequent expressions of students with reading disabilities are related to deficits in terms of phonological awareness and, in some teacher's perspective, the source of these difficulties are, above all, in individual characteristics and in the children's family context. The strategies that have been used by the participants, in order to overcome the students' difficulties, seek to stimulate, predominantly, the reading fluency. As an implication from this study, there is a need to stimulate the phonological awareness since the kindergarten.
|Date of Award||14 Jul 2020|
- Universidade Católica Portuguesa
|Supervisor||Lurdes Veríssimo (Supervisor) & Marisa Costa (Co-Supervisor)|
- Reading disabilities
- Early intervention