The countervailing role of early detection and intervention for dyslexia has been particularly highlighted recently. The aim of this paper is to examine the attitude of teachers, on the island of Corfu, concerning the detection of dyslexia in the first grade of primary school through the teaching of First Reading and Writing Skills. We applied the quantitative approach. Questionnaires were used to explore the views of teachers, regarding teaching tools and their application in the teaching of First Reading and Writing Skills. Teachers' knowledge regarding issues, dealing with language teaching as well as their knowledge on Dyslexia was also examined. The results concerning the early detection of dyslexia were positive, as was teachers' knowledge on literacy issues. Nevertheless, all teaching tools were considered mediocre. At last, teachers’ participation in training programs and postgraduate studies on relevant issues was moderate, although their attitude to training was positive.
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In-Text Citation: (Avloniti et al., 2017)
To Cite this Article: Avloniti, O., Zafiri, M., & Pliogou, V. (2017). Early Detection of Dyslexia in the First Grade of Primary School. Multilingual Academic Journal of Education and Social Sciences, 5(1), 29–43.
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