Abstract:

Developmental dyslexia is a disorder concerning the functioning of students not only at school but also in life. Dyslexia is most evident in school situations; hence this stage is the most important for later functioning. Therefore, a student with dyslexia at school should be provided with adequate support, so that despite difficulties in different areas, they would have similar opportunities as their peers. That can be provided to them first and foremost by an understanding and supportive teacher.

The aim of this research was to check the psychometric properties of the tool for studying the perception of a student with development dyslexia by teachers in primary, middle, and high schools [questionnaire for the study: Teachers' perception of a student with developmental dyslexia - U. Gosk, I. Kucharczyk, E.M. Kulesza].

The verified tool is used to study the cognitive, behavioral and emotional aspect of attitudes towards students with developmental dyslexia. The cognitive and behavioral aspects were examined using statements that were rated by teachers on the 5-point Likert scale. The emotional aspect was measured using a list of emotions, which were referring to 10 different situations. A total of 299 teachers were examined in facilities located in large as well as in small towns.

The reliability measured by the Cronbach's alpha method was very high, 0.83 for the cognitive aspect and 0.93 for the behavioral aspect. The reliability of measuring the emotional aspect was also very high and was in the range of 0.89-0.96.

Indicators concerning individual emotions were aggregated by combining results obtained in 10 different situations. The indicators thus obtained were then subjected to the analysis of the main components with Oblimin rotation. Three dimensions were distinguished based on the Kaiser criterion and the shape of the scree plot. As a final result, 3 dimensions were separated. The first one included emotions of a negative direction (e.g. helplessness), the second one - of a positive direction (e.g. satisfaction), the third - of a neutral direction (e.g. calmness). Values of measurement reliability coefficients for separated dimensions calculated using the Cronbach's alpha method were high and were within the range of 0.78-0.89.

The accuracy was analyzed using the correlation between the scales of the verified tool and the results obtained in the Empathy Sensitivity Scale, and by comparing the results obtained by people who had experience working with students with dyslexia and by people who did not have such experience. The results on the Empathic Concern scale positively correlated with the coefficients of the behavioral r=0.52, and cognitive r=0.49 aspects, and with the third emotional dimension r=0.23 and also negatively - with the second emotional dimension, r=-0.25. The results on the Personal Distress scale correlated positively with the first, r=0.15 and the second emotional dimension, r=0.14, and negatively with the cognitive aspect coefficient r=-0.21 and with the third emotional dimension, r=-0.24. The results on the Perspective Taking scale positively correlated with the coefficients of behavioral, r=0.59, and cognitive, r=0.56 aspects, and with the third emotional dimension, r=0.30 and negatively with the second emotional dimension, r=-0.24 .
This tool has very good psychometric properties.

Keywords:

Developmental dyslexia, attitudes, teacher, cognitive component, behavior component, emotional component.