Primary school teachers should be able to identify struggling learners who may have dyslexia type learning difficulties, in order to facilitate early intervention. Considering this importance, a nationwide survey was conducted in Sri Lanka with 705 primary school teachers among randomly selected schools in order to investigate teacher readiness to identify learners with dyslexia. Teacher readiness was measured based on three variables (a) teachers' self-reported basic knowledge of dyslexia, (b) their self-reported awareness of local tools and processes used to identify dyslexia and (c) their self-reported attitudes towards engaging in identifying dyslexia. Data were gathered through a structured questionnaire. Logistic regression analyses revealed that the participants had minimal readiness to engage in identifying learners with dyslexia. However, most of them showed positive attitudes towards actively engaging in identifying dyslexia.

中文翻译：

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小学教师识别阅读障碍儿童的准备情况：斯里兰卡的一项全国调查

小学教师应能够识别可能有阅读障碍型学习困难的困难学习者，以促进早期干预。考虑到这一重要性，斯里兰卡在随机选择的学校中对 705 名小学教师进行了一项全国性调查，以调查教师识别阅读障碍学生的准备情况。教师准备情况的衡量基于三个变量：（a）教师自我报告的阅读障碍基本知识，（b）他们自我报告的对用于识别阅读障碍的当地工具和过程的认识，以及（c）他们自我报告的对参与的态度识别阅读障碍。通过结构化问卷收集数据。逻辑回归分析显示，参与者几乎没有准备好识别有阅读障碍的学习者。