Abstract
This study aimed to identify and evaluate elementary teacher candidates’ level of knowledge, view and opinions on dyslexia. Case study design was employed in the study. Consequently, holistic single case design that is one of the case study designs was used. The sample consisted of 3rd and 4th year elementary teacher candidates (n=226) at the Elementary Education Department of Pamukkale University. Based on the results of the study, it was seen that the teacher candidates’ knowledge on dyslexia was partially true and at some points, wrong. Moreover, examining the teacher candidates’ views, it was observed that they knew academic, social and behavioural problems that can be seen in dyslectic individuals, however, they could not produce practical solutions for these problems.
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