This exploratory research investigates knowledge and beliefs about developmental dyslexia (DD) among public primary school teachers in Saudi Arabia. We explored links between several teacher-related socio-demographic variables (e.g., gender, teaching experience, self-evaluation of teaching children with DD) and knowledge and beliefs about DD. Saudi public primary school teachers (n = 136) completed an online survey that included the knowledge and beliefs about developmental dyslexia scale (KBDDS). The results indicated that KBDDS scores were significantly associated with teaching experience, DD training, and self-evaluation of teaching children with DD. We address limitations of the current research, note directions for future research, and discuss implications of these results for teacher training and professional development, with special attention to Saudi public primary education.

中文翻译：

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沙特公立小学教师对发展性阅读障碍的认识和信念

这项探索性研究调查了沙特阿拉伯公立小学教师关于发展性阅读障碍 (DD) 的知识和信念。我们探讨了几个与教师相关的社会人口变量（例如，性别、教学经验、教学 DD 孩子的自我评估）与有关 DD 的知识和信念之间的联系。沙特公立小学教师（n = 136) 完成了一项在线调查，其中包括关于发展性阅读障碍量表 (KBDDS) 的知识和信念。结果表明，KBDDS 分数与教学经验、DD 培训和教学 DD 儿童的自我评价显着相关。我们解决当前研究的局限性，指出未来研究的方向，并讨论这些结果对教师培训和专业发展的影响，特别关注沙特公立小学教育。