TEACHERS’ FAMILIARITY AND PRACTICES OF DYSLEXIA ASSOCIATED WITH WEAK WORKING MEMORY IN SAUDI ARABIA

Abstract

Purpose of the Study: The present study investigates teachers’ familiarity and practices of dyslexia related to weak working memory.
 Methodology: A quantitative approach was used to collect data from teachers of learning disabilities. This paper presents the findings of a survey design research by a set of questionnaires carried out in southern regions of Saudi Arabia (n=90)out of 114 male teachers and 99 female teachers.
 Results: The main findings indicated that teachers are familiar with information and practices related to dyslexia associated with poor working memory, and there are a significant prediction and relationship between the teachers’ familiarity and practices of this disorder.
 Applications of this study: This study provides beneficial ideas and insights to reform the special education systems in Saudi Arabia regarding dyslexia associated with weak working memory. The results emphasized on increasing the familiarity of teachers to support their practices. This can be applied through the teacher's training, the strength of multidisciplinary teams, and dyslexia awareness.
 Novelty/Originality of this study: The literature showed that there is an association between dyslexia and weak working memory. However, there is no study examined teachers' familiarity and practices of this association. This study attempt to fill in the gap by identifying the best variable predicting the teachers' familiarity and the practices of dyslexia associated with weak working memory.