Dyslexia is the most common specific learning difficulty, and, usually, manifests itself in reading, spelling, and writing difficulties due to specifics/problems in the field of neurophysiological functioning, even though the general intellectual abilities are average or above average. Research shows that with early detection of dyslexia-related problems, we can offer children appropriate help in overcoming them. In this master's thesis, we present the early signs of dyslexia, their recognition, and the importance of early treatment. In the Slovenian school system, dyslexia is most often recognized after a child enters primary school, although the first signs of dyslexia can be recognized in the preschool period and offer appropriate treatment to the child. Preschool teachers play an important role in the early identification of predictors of dyslexia in the preschool period. The main goal of this master's thesis was to find out what knowledge and experience educators and assistant educators in kindergartens have related to dyslexia and its early recognition. Data were obtained with the help of a questionnaire completed by 88 preschool teachers and 52 assistant preschool teachers. The results of the research showed that most of the preschool teachers and assistant preschool teachers involved did not address the issues related to dyslexia as part of their professional training. Most of them believe that the early signs of dyslexia, which are predictors of dyslexia, can be recognized in the preschool period, and can help reduce later problems due to dyslexia. However, most educators do not feel adequately trained in early detection of dyslexia, therefore they need additional education and information on the characteristics of dyslexia in children and (systemic) support in early identification of children who show signs that may later develop as dyslexia.
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