Parents and Preschool Teachers’ Perception on Dyslexia: Current Issues and Status

Abstract

Dyslexia children experience disorders that can affect their ability to read, write or spell. These disorders occur throughout life, resulting in their lives not being in line with typical children. Therefore, this study aims to explore the latest issues and status related to dyslexia based on parents and preschool teachers' views. A qualitative design using a semi-structured interview protocol was used in this study. Five parents who have children in preschool and six preschool teachers throughout Selangor were purposively sampled as research participants. Findings revealed three issues and three current statuses related to parents and preschool teachers' perceptions of dyslexia. The issues are (1) confused with the definition of dyslexia, (2) lack of knowledge about dyslexia, and (3) difficulty identifying preschool children at risk for dyslexia. Meanwhile, the latest statuses are (1) lack of exposure among parents and preschool teachers’ to dyslexia, (2) the increasing psychosocial challenges of parents, teachers and children with dyslexia and last is (3) the need for early detection of dyslexia instruments in preschool. This study shows that parents and preschool teachers have misperceptions of dyslexia. Majority of preschool children going undiagnosed. Interventions are so important, early detection needs to provide well-being to these children's lives in the future.