Abstract
The paper describes research on the situation in the primary education classrooms of Latvian educational institutions regarding the detection and correction of reading disorders and dyslexia in the framework of the Erasmus + K2 project "Dyslexia Assessment Protocol (DAP)" (2019-1-LV01-KA201-060355). The results of research showed that the behaviour of primary school teachers in situations, when reading disorders are identified, varies, but most of the correction work and support in educational institutions is provided by the speech therapist. It is important to carry out the professional development of primary school teachers by providing an understanding of the terms "reading disorders" and "dyslexia", knowledge of further actions in reading disorders and dyslexia cases, support opportunities for pupils and parents, as well as collaboration with a speech therapist. Teachers recognize the need for a common methodological material for native language teachers for work with children with reading disorders or dyslexia in order to ensure that teachers, regardless of professional experience or knowledge, work as homogeneous as possible. It would also serve as a good argument for talking to pupils' parents.
Highlights
The globalization processes and technological developments of the 21st century are affecting the demands for education
International reading literacy studies, organized by the International Association for the Evaluation of Educational Achievements (IEA) and the Organization for Economic Cooperation and Development (OECD) since 1991, show that pupils' reading literacy, which is essential for academic achievement, is significantly reduced in the Member States (Kauliņa & Tūbele, 2012, 10)
Of Latvian pupils is slightly lower than the average results in the states of the Organization for Economic Cooperation and Development (OECD), and the pupils' achievement in reading competence has decreased by nine points compared to the previous study (Petrova & Ozola-Balode, 2019)
Summary
The globalization processes and technological developments of the 21st century are affecting the demands for education. International reading literacy studies, organized by the International Association for the Evaluation of Educational Achievements (IEA) and the Organization for Economic Cooperation and Development (OECD) since 1991, show that pupils' reading literacy, which is essential for academic achievement, is significantly reduced in the Member States (Kauliņa & Tūbele, 2012, 10). Of Latvian pupils is slightly lower than the average results in the states of the Organization for Economic Cooperation and Development (OECD), and the pupils' achievement in reading competence has decreased by nine points compared to the previous study (Petrova & Ozola-Balode, 2019). Teachers believe that one of the most important skills and competences that any pupil/young person should acquire is reading, which ensures successful language development. There is Latvian Dyslexia Society operating in the country, whose main activities are non-formal education and civic engagement of young people and protection of the interests of people with dyslexia, achieving a favourable legal framework for education and provision of quality education services (Birzniece, 2019)
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