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Identifying Sri Lankan mothers’ lived experiences of supporting a child with dyslexia: A pilot study
(University of Kelaniya, Sri Lanka, 2022) Yasora, C.A.W.H.; Perera, B.M.R.K.
Background: Dyslexia is a pattern of learning difficulties characterized by problems with accurate or fluent word recognition, poor decoding, and poor spelling abilities. Having a reading difficulty can affect children’s academic achievements as well as social success. Mothers play an important role in speech and language therapy programs especially when speech and language therapists provide reading intervention for children with dyslexia. Objectives: The main purpose of the study was to identify Sri Lankan mothers’ lived experience of supporting children with dyslexia. Methods: This research was a qualitative study. Private clinics in Sri Lanka which have clients with dyslexia-related caseloads were taken as the study settings for this study. Ten parents of 7 – 10-year-old children with dyslexia were the study population. Semi-structured interviews were conducted using an interview guide which consisted of 15 questions. Data collection interviews were conducted via telephone. Data received from the interviews were analysed using thematic analysis. Results: Three main themes have emerged from the transcripts of the interviews which are awareness about dyslexia, experience mothers face when teaching children with dyslexia, and expectations of mothers. Under the main 3 themes, eight subthemes have emerged from the collected data. Findings have shown mothers' lack of awareness and knowledge about dyslexia, the challenges, and strengths mothers face during teaching before and during the Covid 19 pandemic, and also mothers' expectations for their children. Conclusion: The current study revealed the experience mothers face when teaching a child with dyslexia. Besides, this study provides insights and information for speech and language therapists to support mothers who have children with dyslexia.
Perceptions of educational experiences among Sinhala speaking adolescents with dyslexia in Sri Lanka
(University of Kelaniya, Sri Lanka, 2022) Nishshanka, K.P.N.H.; Caldera, A.V.
Background: This study focuses on the perception of adolescents with dyslexia and experiences in educational settings, the online educational system, and the accommodations provided in educational settings. Evidence shows that dyslexia is heavily influenced by educational, social, and emotional experiences across the life span. It appears that mainly environmental factors influence children’s academic success. Objectives: The general objective is to explore thoughts and views of adolescents with dyslexia on their educational experience in Sri Lanka. The specific objectives of the study were to explore the perceptions of experiences in an educational setting of adolescents with dyslexia (age 10-19), to explore the experiences related to the current online school system, and to describe the perceptions of educational accommodations provided by educational settings for adolescents with dyslexia. Methods: A qualitative study design was used as the study design. Semi-structured interviews were conducted via Zoom or WhatsApp video call in the Sri Lankan context. Twelve (12) adolescents with dyslexia aged between 10-19 years were interviewed through purposive sampling. The researcher also contacted speech therapists through private clinics and the Ayati centre. Data were analysed by using the IPA analysis method. Results: In educational contexts, participants have both positive and negative experiences. Most of them have negative academic experiences than positive. However, rather than focus on academic work, their tendency was to focus on extracurricular activities. As a Low Middle-Income Country (LMIC), attending to online classes was a significant challenge. Some children don't have access and the majority have connectivity problems. While some of them benefit from accommodations provided by their educational environment, others lack access to a well-regarded accommodation program. Conclusion: In conclusion, most children with dyslexia perceive negative experiences. However, it has been possible to succeed in their lives with more help from family and from education settings, which depends on the perception of the adolescents, teachers, and parents. Participants from rural areas and lower economic families report typically negative experiences. This study exposed that family support is essential to their educational success.
Primary school teachers' readiness in identifying children with dyslexia: A national survey in Sri Lanka
(John Wiley & Sons, 2021) Peries, W.A.N.N.; Indrarathne, B.; Jayamanne, B.D.W.; Wickramasekara, T.D.; Alwis, K.A.C.; Jayatilleke, A.U.
ABSTRACT: 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. KEYWORDS: attitudes; awareness; dyslexia; identifying; knowledge; readiness.

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