Abstract:

In every class of early childhood education more and more students with specific difficulties in learning reading and writing can be found. In the process of supporting student who is at the risk of dyslexia teacher's role and his/her strategy are both important. In the presented material the author justifies the need for using her model of educational dialogue in the process of supporting student at risk of dyslexia.

The aim of the research was to examine the readiness of early childhood education teachers to support the student at risk of dyslexia at school and a proposition of supporting such student using the dialogue model.

The proposed model of dialogue support consists of three complimentary dimensions: perceiving, understanding, and being together. The essence of using the model is integration of its three dimensions. It will allow for holistic supporting of student at risk of dyslexia starting from partial, through functional, and ending with complete diagnosis and ending with effective support. The dimension of perceiving means entering a relationship with a student. At this stage the teacher recognizes the extent of his knowledge; he/she knows who to help and what for. The research examines as part of this dimension the teachers' knowledge about the risk of dyslexia, its symptoms, and forms of cooperation between the teacher and the therapist. In the dimension of understanding the teacher knows, who he/she is helping and what is his/her goal. In this dimension the abilities to prepare partial pedagogical diagnosis, interpret the student's specialist diagnosis by the teacher, and construct support for student at risk of dyslexia, were examined. The dimension of being together means creating educational partnership between the teacher and the student, i.e. practical implementation of the support with full acceptance of student's individuality. In this dimensions the practical methods, forms of working with student at risk of dyslexia, and cooperation with specialists and parents of the students were examined.

The research was done among 100 Polish teachers of early childhood education in ten Warsaw's primary schools. The method of diagnostic poll with survey, interview, and observation techniques were used.

The results of the research show that the readiness level of the early childhood education teachers for supporting student at risk of dyslexia varies greatly. Even though the teachers declare sufficient knowledge about the risk of dyslexia, they are not always able to use it in diagnosing the risk of dyslexia in practice. Generalising the specialist diagnosis of a child by the teachers also do not support its practical implications. The teachers rarely use the techniques that activate students in teaching as well as technique of small steps even though they declare knowing them.

The results of the research clearly show which professional competences of teachers should be paid most attention to, in the process of teaching and professional development of teachers. The process of supporting students at risk of dyslexia should be harmonious and dynamic one and include all three dimensions of the suggested model of dialogue educational support of student at risk of dyslexia.

Keywords:

Dialogue, educational support, teacher, risk of dyslexia.