Awareness of Dyslexia Among Pre-service EFL Teachers: A contrastive Analysis Across Educational Contexts

Monika Łodej

doi:10.18290/rh257311.6s

Published : 2025-12-19

Vol. 73 No. 11 Zeszyt specjalny (2025)

Awareness of Dyslexia Among Pre-service EFL Teachers: A contrastive Analysis Across Educational Contexts

Monika Łodej

https://orcid.org/0000-0001-5348-4115

DOI: https://doi.org/10.18290/rh257311.6s

Abstract

The present paper explores dyslexia awareness among BA and MA students enrolled in a TEFL program at a Polish university. Dyslexia, a language-related difficulty affecting reading fluency and accuracy (Gabrieli, 2009), necessitates greater awareness among pre-service teachers to ensure effective language support for dyslexic students. While research has primarily focused on teacher preparedness, studies on dyslexia awareness remain limited, particularly in Poland. This study replicates Soriano-Ferrer et al. (2016), which examined knowledge and beliefs about dyslexia among Spanish- and Peruvian-speaking pre-service and in-service teachers. By employing a replication methodology (McManus, 2023), the study facilitates a contrastive analysis of dyslexia awareness levels, both within the Polish sample (comparing undergraduate and graduate students) and between the Polish and Spanish/Peruvian educational contexts.

Keywords:

awareness, dyslexia, pre-service teachers, EFL, contrastive analysis

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