Authors retain the copyright without restrictions for their published content in this journal. HSSR is a SHERPA ROMEO Green Journal.
Publishing License
This is an open-access article distributed under the terms of
TEACHERS’ FAMILIARITY AND PRACTICES OF DYSLEXIA ASSOCIATED WITH WEAK WORKING MEMORY IN SAUDI ARABIA
Corresponding Author(s) : Turki Alqarni
Humanities & Social Sciences Reviews,
Vol. 8 No. 1 (2020): January
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.
Keywords
Download Citation
Endnote/Zotero/Mendeley (RIS)BibTeX
- Action, D. (2012). Dyslexia Still Matters Dyslexia in our Schools Today: Progress, Challenges, Solutions. Dyslexia Action, York, June.
- Albano, D., Garcia, R. B., & Cornoldi, C. (2016). Deficits in working memory visual-phonological binding in children with dyslexia. Psychology & Neuroscience, 9(4), 411. https://doi.org/10.1037/pne0000066 DOI: https://doi.org/10.1037/pne0000066
- Alloway, T. P. (2006). How does working memory work in the classroom? Educational Research and Reviews, 1(4), 134-139.
- Bell, S., McPhillips, T., & Doveston, M. (2011). How do teachers in Ireland and England conceptualize dyslexia? Journal of research in reading, 34(2), 171-192. https://doi.org/10.1111/j.1467-9817.2009.01419.x DOI: https://doi.org/10.1111/j.1467-9817.2009.01419.x
- Booth, J. N., Boyle, J. M., & Kelly, S. W. (2014). The relationship between inhibition and working memory in predicting children's reading difficulties. Journal of research in reading, 37(1), 84-101. https://doi.org/10.1111/1467-9817.12011 DOI: https://doi.org/10.1111/1467-9817.12011
- Bos, C., Mather, N., Dickson, S., Podhajski, B., & Chard, D. (2001). Perceptions and knowledge of preservice and in-service educators about early reading instruction. Annals of dyslexia, 51(1), 97-120. https://doi.org/10.1007/s11881-001-0007-0 DOI: https://doi.org/10.1007/s11881-001-0007-0
- Bull, R., & Johnston, R. S. (1997). Children's arithmetical difficulties: Contributions from processing speed, item identification, and short-term memory. Journal of experimental child psychology, 65(1), 1-24. https://doi.org/10.1006/jecp.1996.2358 DOI: https://doi.org/10.1006/jecp.1996.2358
- Busz, T. E., & Oginska-Dutkiewicz, B. (2015). Developmental Gains for a Child With Dyslexia and Allergies.
- Cambridge, D. (2018). Familiarity [Online]. Retrieved from https://dictionary.cambridge.org/ dictionary/english/familiarity:.
- Daloiso, M. (2017). Supporting learners with dyslexia in the ELT classroom: Oxford University Press.
- Dehn, M. J. (2016). Working Memory and Dyslexia. eHearsay, 28.
- Education, M. o. S. (2019). Ministry of Saudi Education. Retrieved from https://www.moe.gov.sa/en/Pages/default.aspx.
- Gathercole, S. E., & Alloway, T. P. (2004). Working memory and classroom learning. Dyslexia Review, 15, 4-9.
- Gathercole, S. E., Alloway, T. P., Kirkwood, H. J., Elliott, J. G., Holmes, J., & Hilton, K. A. (2008). Attentional and executive function behaviors in children with poor working memory. Learning and individual differences, 18(2), 214-223. https://doi.org/10.1016/j.lindif.2007.10.003 DOI: https://doi.org/10.1016/j.lindif.2007.10.003
- Ghani, K. A., & Gathercole, S. E. (2013). Working memory and study skills: a comparison between dyslexic and non-dyslexic adult learners. Procedia-Social and Behavioral Sciences, 97, 271-277. https://doi.org/10.1016/j.sbspro.2013.10.233 DOI: https://doi.org/10.1016/j.sbspro.2013.10.233
- Higgins, J., & Eden, R. (2018). Cogenerated understandings of mindfulness-based breathing in elementary mathematics classrooms. The Journal of Educational Research, 111(6), 678-689. https://doi.org/10.1080/00220671.2017.1396438 DOI: https://doi.org/10.1080/00220671.2017.1396438
- Jeffries, S., & Everatt, J. (2004). Working memory: Its role in dyslexia and other specific learning difficulties. Dyslexia, 10(3), 196-214. https://doi.org/10.1002/dys.278 DOI: https://doi.org/10.1002/dys.278
- Jordan, J. A., Wylie, J., & Mulhern, G. (2010). Phonological awareness and mathematical difficulty: A longitudinal perspective. British Journal of Developmental Psychology, 28(1), 89-107. https://doi.org/10.1348/026151010X485197 DOI: https://doi.org/10.1348/026151010X485197
- Kane, M. J., Brown, L. H., McVay, J. C., Silvia, P. J., Myin-Germeys, I., & Kwapil, T. R. (2007). For whom the mind wanders, and when: An experience-sampling study of working memory and executive control in daily life. Psychological science, 18(7), 614-621. https://doi.org/10.1111/j.1467-9280.2007.01948.x DOI: https://doi.org/10.1111/j.1467-9280.2007.01948.x
- Knight, C. (2018). What is dyslexia? An exploration of the relationship between teachers' understandings of dyslexia and their training experiences. Dyslexia, 24(3), 207-219. https://doi.org/10.1002/dys.1593 DOI: https://doi.org/10.1002/dys.1593
- Miles, T. R., & Miles, E. (2004). Dyslexia and mathematics: Psychology Press.
- Mills, G. E. (2019). Educational Research: Competencies for Analysis and Applications, 12th Edition.
- Nascimento, I. S. d., Rosal, A. G. C., & Queiroga, B. A. M. d. (2018). Elementary school teachers’ knowledge of dyslexia. Revista CEFAC, 20(1), 87-94. https://doi.org/10.1590/1982-021620182019117 DOI: https://doi.org/10.1590/1982-021620182019117
- Nelson, J. M., Lindstrom, W., & Foels, P. A. (2015). Test Anxiety Among College Students With Specific Reading Disability (Dyslexia) Nonverbal Ability and Working Memory as Predictors. Journal of learning disabilities, 48(4), 422-432. https://doi.org/10.1177/0022219413507604 DOI: https://doi.org/10.1177/0022219413507604
- Nicolson, R. I., Fawcett, A. J., & Baddeley, A. D. (1992). Working memory and dyslexia. Report LRG, 3, 91.
- Phillips, S., & Kelly, K. (2018). Assessment of learners with dyslexic-type difficulties: Sage.
- Pradhan, B., Parikh, T., Sahoo, M., Selznick, R., & Goodman, M. (2017). Current understanding of dyslexia and pilot data on the efficacy of a mindfulness-based psychotherapy (MBR-RAM) model. Adolescent Psychiatry, 7(1), 44-55. https://doi.org/10.2174/2210676607666170607160400 DOI: https://doi.org/10.2174/2210676607666170607160400
- Rapgay, L. (2019). Mindfulness and memory in early Buddhism: a response to Ven. AnÄlayo. Mindfulness, 10(3), 590-591. https://doi.org/10.1007/s12671-018-1033-x DOI: https://doi.org/10.1007/s12671-018-1033-x
- Reid, G., Elbeheri, G., & Everatt, J. (2015). Assessing Children with Specific Learning Difficulties: A teacher's practical guide: Routledge. https://doi.org/10.4324/9781315693873 DOI: https://doi.org/10.4324/9781315693873
- Richardson, S. O. (1996). Coping with dyslexia in the regular classroom: Inclusion or exclusion. Annals of dyslexia, 46(1), 37-48. https://doi.org/10.1007/BF02648170 DOI: https://doi.org/10.1007/BF02648170
- Rose, L. T., & Rouhani, P. (2012). The influence of verbal working memory depends on vocabulary: Oral reading fluency in adolescents with dyslexia. Mind, Brain, and Education, 6(1), 1-9. https://doi.org/10.1111/j.1751-228X.2011.01135.x DOI: https://doi.org/10.1111/j.1751-228X.2011.01135.x
- Rouweler, L., Varkevisser, N., Brysbaert, M., Maassen, B., & Tops, W. (2019). The Flamingo test: a new diagnostic instrument for dyslexia in Dutch higher education students. European Journal of Special Needs Education, 1-15. https://doi.org/10.1080/08856257.2019.1709703 DOI: https://doi.org/10.1080/08856257.2019.1709703
- Soriano-Ferrer, M., Echegaray-Bengoa, J., & Joshi, R. M. (2016). Knowledge and beliefs about developmental dyslexia in pre-service and in-service Spanish-speaking teachers. Annals of dyslexia, 66(1), 91-110. https://doi.org/10.1007/s11881-015-0111-1 DOI: https://doi.org/10.1007/s11881-015-0111-1
- Swanson, H. L., Zheng, X., & Jerman, O. (2009). Working memory, short-term memory, and reading disabilities: A selective meta-analysis of the literature. Journal of learning disabilities, 42(3), 260-287. https://doi.org/10.1177/0022219409331958 DOI: https://doi.org/10.1177/0022219409331958
- Toffalini, E., Marsura, M., Garcia, R. B., & Cornoldi, C. (2019). A cross-modal working memory binding span deficit in reading disability. Journal of learning disabilities, 52(2), 99-108. https://doi.org/10.1177/0022219418786691 DOI: https://doi.org/10.1177/0022219418786691
- Washburn, E. K., Binksâ€Cantrell, E. S., & Joshi, R. M. (2014). What do preservice teachers from the USA and the UK know about dyslexia? Dyslexia, 20(1), 1-18. https://doi.org/10.1002/dys.1459 DOI: https://doi.org/10.1002/dys.1459
- Washburn, E. K., Joshi, R. M., & Cantrell, E. B. (2011). Are preservice teachers prepared to teach struggling readers? Annals of dyslexia, 61(1), 21-43. https://doi.org/10.1007/s11881-010-0040-y DOI: https://doi.org/10.1007/s11881-010-0040-y
- Washburn, E. K., Mulcahy, C. A., Musante, G., & Joshi, R. (2017). Novice Teachers' Knowledge of Reading-Related Disabilities and Dyslexia. Learning Disabilities: A Contemporary Journal, 15(2), 169-191.
- Wong, A. M.-Y., Ho, C. S.-H., Au, T. K.-F., McBride, C., Ng, A. K.-H., Yip, L. P.-W., & Lam, C. C.-C. (2017). Reading comprehension, working memory and higher-level language skills in children with SLI and/or dyslexia. Reading and Writing, 30(2), 337-361. https://doi.org/10.1007/s11145-016-9678-0 DOI: https://doi.org/10.1007/s11145-016-9678-0
- Xu, M., Tan, L. H., & Perfetti, C. (2019). 10 Developmental Dyslexia in Chinese. Developmental Dyslexia across Languages and Writing Systems, 200. https://doi.org/10.1017/9781108553377.010 DOI: https://doi.org/10.1017/9781108553377.010
References
Action, D. (2012). Dyslexia Still Matters Dyslexia in our Schools Today: Progress, Challenges, Solutions. Dyslexia Action, York, June.
Albano, D., Garcia, R. B., & Cornoldi, C. (2016). Deficits in working memory visual-phonological binding in children with dyslexia. Psychology & Neuroscience, 9(4), 411. https://doi.org/10.1037/pne0000066 DOI: https://doi.org/10.1037/pne0000066
Alloway, T. P. (2006). How does working memory work in the classroom? Educational Research and Reviews, 1(4), 134-139.
Bell, S., McPhillips, T., & Doveston, M. (2011). How do teachers in Ireland and England conceptualize dyslexia? Journal of research in reading, 34(2), 171-192. https://doi.org/10.1111/j.1467-9817.2009.01419.x DOI: https://doi.org/10.1111/j.1467-9817.2009.01419.x
Booth, J. N., Boyle, J. M., & Kelly, S. W. (2014). The relationship between inhibition and working memory in predicting children's reading difficulties. Journal of research in reading, 37(1), 84-101. https://doi.org/10.1111/1467-9817.12011 DOI: https://doi.org/10.1111/1467-9817.12011
Bos, C., Mather, N., Dickson, S., Podhajski, B., & Chard, D. (2001). Perceptions and knowledge of preservice and in-service educators about early reading instruction. Annals of dyslexia, 51(1), 97-120. https://doi.org/10.1007/s11881-001-0007-0 DOI: https://doi.org/10.1007/s11881-001-0007-0
Bull, R., & Johnston, R. S. (1997). Children's arithmetical difficulties: Contributions from processing speed, item identification, and short-term memory. Journal of experimental child psychology, 65(1), 1-24. https://doi.org/10.1006/jecp.1996.2358 DOI: https://doi.org/10.1006/jecp.1996.2358
Busz, T. E., & Oginska-Dutkiewicz, B. (2015). Developmental Gains for a Child With Dyslexia and Allergies.
Cambridge, D. (2018). Familiarity [Online]. Retrieved from https://dictionary.cambridge.org/ dictionary/english/familiarity:.
Daloiso, M. (2017). Supporting learners with dyslexia in the ELT classroom: Oxford University Press.
Dehn, M. J. (2016). Working Memory and Dyslexia. eHearsay, 28.
Education, M. o. S. (2019). Ministry of Saudi Education. Retrieved from https://www.moe.gov.sa/en/Pages/default.aspx.
Gathercole, S. E., & Alloway, T. P. (2004). Working memory and classroom learning. Dyslexia Review, 15, 4-9.
Gathercole, S. E., Alloway, T. P., Kirkwood, H. J., Elliott, J. G., Holmes, J., & Hilton, K. A. (2008). Attentional and executive function behaviors in children with poor working memory. Learning and individual differences, 18(2), 214-223. https://doi.org/10.1016/j.lindif.2007.10.003 DOI: https://doi.org/10.1016/j.lindif.2007.10.003
Ghani, K. A., & Gathercole, S. E. (2013). Working memory and study skills: a comparison between dyslexic and non-dyslexic adult learners. Procedia-Social and Behavioral Sciences, 97, 271-277. https://doi.org/10.1016/j.sbspro.2013.10.233 DOI: https://doi.org/10.1016/j.sbspro.2013.10.233
Higgins, J., & Eden, R. (2018). Cogenerated understandings of mindfulness-based breathing in elementary mathematics classrooms. The Journal of Educational Research, 111(6), 678-689. https://doi.org/10.1080/00220671.2017.1396438 DOI: https://doi.org/10.1080/00220671.2017.1396438
Jeffries, S., & Everatt, J. (2004). Working memory: Its role in dyslexia and other specific learning difficulties. Dyslexia, 10(3), 196-214. https://doi.org/10.1002/dys.278 DOI: https://doi.org/10.1002/dys.278
Jordan, J. A., Wylie, J., & Mulhern, G. (2010). Phonological awareness and mathematical difficulty: A longitudinal perspective. British Journal of Developmental Psychology, 28(1), 89-107. https://doi.org/10.1348/026151010X485197 DOI: https://doi.org/10.1348/026151010X485197
Kane, M. J., Brown, L. H., McVay, J. C., Silvia, P. J., Myin-Germeys, I., & Kwapil, T. R. (2007). For whom the mind wanders, and when: An experience-sampling study of working memory and executive control in daily life. Psychological science, 18(7), 614-621. https://doi.org/10.1111/j.1467-9280.2007.01948.x DOI: https://doi.org/10.1111/j.1467-9280.2007.01948.x
Knight, C. (2018). What is dyslexia? An exploration of the relationship between teachers' understandings of dyslexia and their training experiences. Dyslexia, 24(3), 207-219. https://doi.org/10.1002/dys.1593 DOI: https://doi.org/10.1002/dys.1593
Miles, T. R., & Miles, E. (2004). Dyslexia and mathematics: Psychology Press.
Mills, G. E. (2019). Educational Research: Competencies for Analysis and Applications, 12th Edition.
Nascimento, I. S. d., Rosal, A. G. C., & Queiroga, B. A. M. d. (2018). Elementary school teachers’ knowledge of dyslexia. Revista CEFAC, 20(1), 87-94. https://doi.org/10.1590/1982-021620182019117 DOI: https://doi.org/10.1590/1982-021620182019117
Nelson, J. M., Lindstrom, W., & Foels, P. A. (2015). Test Anxiety Among College Students With Specific Reading Disability (Dyslexia) Nonverbal Ability and Working Memory as Predictors. Journal of learning disabilities, 48(4), 422-432. https://doi.org/10.1177/0022219413507604 DOI: https://doi.org/10.1177/0022219413507604
Nicolson, R. I., Fawcett, A. J., & Baddeley, A. D. (1992). Working memory and dyslexia. Report LRG, 3, 91.
Phillips, S., & Kelly, K. (2018). Assessment of learners with dyslexic-type difficulties: Sage.
Pradhan, B., Parikh, T., Sahoo, M., Selznick, R., & Goodman, M. (2017). Current understanding of dyslexia and pilot data on the efficacy of a mindfulness-based psychotherapy (MBR-RAM) model. Adolescent Psychiatry, 7(1), 44-55. https://doi.org/10.2174/2210676607666170607160400 DOI: https://doi.org/10.2174/2210676607666170607160400
Rapgay, L. (2019). Mindfulness and memory in early Buddhism: a response to Ven. AnÄlayo. Mindfulness, 10(3), 590-591. https://doi.org/10.1007/s12671-018-1033-x DOI: https://doi.org/10.1007/s12671-018-1033-x
Reid, G., Elbeheri, G., & Everatt, J. (2015). Assessing Children with Specific Learning Difficulties: A teacher's practical guide: Routledge. https://doi.org/10.4324/9781315693873 DOI: https://doi.org/10.4324/9781315693873
Richardson, S. O. (1996). Coping with dyslexia in the regular classroom: Inclusion or exclusion. Annals of dyslexia, 46(1), 37-48. https://doi.org/10.1007/BF02648170 DOI: https://doi.org/10.1007/BF02648170
Rose, L. T., & Rouhani, P. (2012). The influence of verbal working memory depends on vocabulary: Oral reading fluency in adolescents with dyslexia. Mind, Brain, and Education, 6(1), 1-9. https://doi.org/10.1111/j.1751-228X.2011.01135.x DOI: https://doi.org/10.1111/j.1751-228X.2011.01135.x
Rouweler, L., Varkevisser, N., Brysbaert, M., Maassen, B., & Tops, W. (2019). The Flamingo test: a new diagnostic instrument for dyslexia in Dutch higher education students. European Journal of Special Needs Education, 1-15. https://doi.org/10.1080/08856257.2019.1709703 DOI: https://doi.org/10.1080/08856257.2019.1709703
Soriano-Ferrer, M., Echegaray-Bengoa, J., & Joshi, R. M. (2016). Knowledge and beliefs about developmental dyslexia in pre-service and in-service Spanish-speaking teachers. Annals of dyslexia, 66(1), 91-110. https://doi.org/10.1007/s11881-015-0111-1 DOI: https://doi.org/10.1007/s11881-015-0111-1
Swanson, H. L., Zheng, X., & Jerman, O. (2009). Working memory, short-term memory, and reading disabilities: A selective meta-analysis of the literature. Journal of learning disabilities, 42(3), 260-287. https://doi.org/10.1177/0022219409331958 DOI: https://doi.org/10.1177/0022219409331958
Toffalini, E., Marsura, M., Garcia, R. B., & Cornoldi, C. (2019). A cross-modal working memory binding span deficit in reading disability. Journal of learning disabilities, 52(2), 99-108. https://doi.org/10.1177/0022219418786691 DOI: https://doi.org/10.1177/0022219418786691
Washburn, E. K., Binksâ€Cantrell, E. S., & Joshi, R. M. (2014). What do preservice teachers from the USA and the UK know about dyslexia? Dyslexia, 20(1), 1-18. https://doi.org/10.1002/dys.1459 DOI: https://doi.org/10.1002/dys.1459
Washburn, E. K., Joshi, R. M., & Cantrell, E. B. (2011). Are preservice teachers prepared to teach struggling readers? Annals of dyslexia, 61(1), 21-43. https://doi.org/10.1007/s11881-010-0040-y DOI: https://doi.org/10.1007/s11881-010-0040-y
Washburn, E. K., Mulcahy, C. A., Musante, G., & Joshi, R. (2017). Novice Teachers' Knowledge of Reading-Related Disabilities and Dyslexia. Learning Disabilities: A Contemporary Journal, 15(2), 169-191.
Wong, A. M.-Y., Ho, C. S.-H., Au, T. K.-F., McBride, C., Ng, A. K.-H., Yip, L. P.-W., & Lam, C. C.-C. (2017). Reading comprehension, working memory and higher-level language skills in children with SLI and/or dyslexia. Reading and Writing, 30(2), 337-361. https://doi.org/10.1007/s11145-016-9678-0 DOI: https://doi.org/10.1007/s11145-016-9678-0
Xu, M., Tan, L. H., & Perfetti, C. (2019). 10 Developmental Dyslexia in Chinese. Developmental Dyslexia across Languages and Writing Systems, 200. https://doi.org/10.1017/9781108553377.010 DOI: https://doi.org/10.1017/9781108553377.010