The Relationship Between The Readiness of Knowledge and Teachers' Attitudes Towards Students With Dyslexic Characteristics in Mainstream Schools

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The Relationship between the Readiness of Knowledge and Teachers'

Attitudes towards Students with Dyslexic Characteristics in Mainstream
Schools
Article in Linguistica Antverpiensia · July 2021
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LINGUISTICA ANTVERPIENSIA, 2021 Issue-2
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The Relationship between the Readiness of

Knowledge and Teachers' Attitudes towards Students
with Dyslexic Characteristics in Mainstream Schools
Mazidah Alia, ArdzulynaAnalb, RohaizatIbrahimc, HelvinderKaurBalbirSinghd, Hilmiah Haji Hassane,
Thana Letchumi P. Thirrajaf, SitiAzuraBahading
Faculty of Human Development, Sultan Idris University of Education, Malaysia

a,b,c
d
Universiti Kuala Lumpur, Royal College of Medicine Perak, Malaysia
e
Kuliyyah of Education, International Islamic Universiti (UIA), Malaysia
f
SultanIdris University of Education, Malaysia
g
School of Applied Psychology, Social Work and Policy, Universiti Utara Malaysia
Issue Details Abstract

Issue Title: Issue 2
Received: 25 March, 2021 This study aimed to determine the relationship between the readiness of
Accepted: 27 April, 2021
Published: 15 May, 2021
knowledge and attitude teachers against students with dyslexic
Pages: 2631 – 2648 characteristics in mainstream schools. The studyin the form of this
survey using a quantitative approach and a questionnaire as a research
Copyright © 2021 by author(s) and
Linguistica Antverpiensia
instrument. Random sampling technique was used fordetermine the
sample. The sample size involved in this study was 40 teachers in
mainstream schools. Data were analyzed using analysis descriptive and
inferential. Descriptive analysis describes the level of preparedness
knowledge and attitudes of teachers and statistical inference involves
testing Pearson correlations that describe the relationships between study
variables. The findings of the study indicate the level of knowledge
readiness and the level of attitudes readiness, respectively, were at a high
level (mean = 3.56) and a moderate level (min = 3.40). Pearson
correlation analysis showed that there was no significant relationship
between the level of knowledge readiness with the level of attitude
readiness of teachers in mainstream schools in implementing teaching to
students with dyslexic characteristics, r (38) = 0.209, p> 0.05.
Conclusions from the study indicate that not necessarily teachers who
have a high knowledge of dyslexia will be positive and fully prepared in
their teaching of students with dyslexic characteristics. The implication
of the study is that teachers in mainstream schools can increase the
readiness of knowledge and attitude to be more prepared so as not to feel
burdened when implementing teaching to students with dyslexic
characteristics.
Keywords
Relationship of teacher readiness, teacher knowledge, teacher attitude,
dyslexia.
2631 LINGUISTICA ANTVERPIENSIA

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Introduction
Quality education results from the readiness of good teachers in
implementing teaching and learning (PdP). Quality Education is one of the
targeted elements in achieving the Sustainable Development Goals (SDGs)
by 2030 (UNESCO, 2018). The Elements of Quality Education are stated
as SDG4. The SDG4 ensures that quality education is inclusive and
equitable while promoting lifelong learning opportunities for all. This goal
also targets that by 2030, all students acquire the knowledge and skills
necessary to promote sustainable development and sustainable lifestyles
(UNESCO, 2018).
In this regard, the Ministry of Education Malaysia (MOE) supports SDG4
by emphasizing the quality of teachers so that quality education can be
achieved. Teacher quality is the most significant school-based factor in
determining student outcomes (MOE, 2013). Quality teachers result from
teachers who have good readiness from various aspects such as knowledge
readiness and attitude readiness towards students(Abdul Jalil et al., 2021;
Mohd Noh et al., 2021; Mustafa et al., 2021; Roszi et al., 2021; Tumisah et
al., 2021).
Thus, the readiness of teachers in mainstream schools has a significant
impact on student outcomes, including students with learning
difficulties(Irma et al., 2021; Suzana et al., 2021; Rohanida et al., 2021;
Nazrah et al., 2021; Shahrulliza et al., 2021). According to Leifler (2020),
increased teacher readiness to adapt to the learning environment is for the
improvement of inclusive student performance. NurFatahiyah and
SitiNurDiyana (2019) stated that teacher readiness is related to knowledge,
attitude and experience while Novianti, Puspitasari, Solfiah, and Maria
(2020) stated that teacher readiness is measured based on indicators of
emotional, attitude, readiness, cognitive readiness and behavioral
readiness.
In addition, the readiness of teachers should be in line with the passage of
time during the student(Mohd Arafat et al., 2021; Sumaiyah et al., 2021;
Hifzan et al., 2021; Shahrul et al., 2021; Helme et al., 2021). Rusdin
(2018) states that teachers must be prepared with knowledge and use of
technology systematically and selectively. This is so that 21st century
teacher pedagogy can be implemented more effectively. Kkese (2020) also
stated that students with learning difficulties now have better learning
alternatives through online learning because of a more conducive learning
space and direct focus on teachers. This suggests that teacher readiness
should be in line with the current needs and development of students
(Sarwa, Simaremare, Hasibuan, and Priyadi, 2020).
Mainstream students who have learning difficulties but parents does not
allow their children to undergo a doctor’s examination to enable them to
enter the Special Education Program or the students who do not qualify for
a doctor’s examination cannot be certified as students with special needs.
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Although these students have the characteristics of a student with special
needs in learning. This is because they do not get a doctor’s certification as
students with special needs. One of the categories of students who have
learning difficulties arestudents with dyslexic characteristics. They will
follow mainstream learning and Special Remedial Program. The program
is run by Remedial Teacher, specifically implementing PdP on students
with learning difficulties in mainstream schools (MOE, 2012).
Dyslexia is not a disease but a disorder inherent in learning. According to
MOE (2011) dyslexic students are students who have mental intelligence
equal to or higher than typical students but face high difficulties in
mastering the skills of spelling, reading and writing. These characteristics
can be detected as early as in the Preschool education level. However,
these dyslexic disorders can be treated if early help is given to them.
Therefore, teachers in mainstream schools should be sensitive in
increasing the readiness of knowledge and attitudes to be better prepared
to implement teaching and learning for students with dyslexic
characteristics(Farah et al., 2021; Syahrul et al., 2021; Quah et al., 2021;
Ahmad Syarifuddin et al., 2021; Jumiah et al., 2021). This is because
education is at the core of the sustainable development agenda where its
success depends on the individual in acquiring relevant knowledge and
developing a positive attitude to address global challenges(Mohd Ali et al.,
2021; Parimala et al., 2021; SitiJamilah et al., 2021; Nor Fauziyana et al.,
2021; Noel et al., 2021).
Therefore, this study was conducted to determine the level of relationship
between the readiness of knowledge and teachers’ attitudes in mainstream
schools towards students with dyslexic characteristics. Such research
should be continued so that students with learning difficulties, especially
students with dyslexic characteristics have the opportunity and space to
receive PdP like other students. In this context, the impact of effective
teaching and learning (PdP) will be able to minimize the problems that
exist among students with dyslexic characteristics.
Problem Statement
The readiness of teachers 'knowledge of dyslexic students can change
teachers' perceptions.MohdMokhtar and FarhanaNajib (2019) stated that
the level of knowledge of mainstream teachers on the implementation of
inclusive education is at a moderate level. Based on current research
covering the western and southwestern United States, new teacher training
programs seek to prepare teachers with knowledge of dyslexia (White,
Mather, & Kirkpatrick, 2019; Worthy, et al., 2018a) yet problematize
teachers’ lack of knowledge about dyslexia persists and causes
interventions for dyslexic students to be often delayed
(Shaywitz&Shaywitz, 2020; Washburn &Mulcahy, 2019).
Based on Special Education Data 2019 (MOE, 2019), there were 2987
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students who attend learning sessions dyslexia in mainstream. NurulAnis
et al. (2018) stated a report from the Special Education Division, MOE,
there are 314 000 dyslexic children in Malaysia. NurulAnis et al. (2018)
also stated that based on the Harmonic Social Association (PSHM) there
are 10% -15% of primary school students in Malaysia have dyslexic
characteristics.
Based on the data, the number of students with dyslexia is a large number.
Students with dyslexic characteristics also are no exception.To ensure the
continuity of good learning, mainstream school teachers must be prepared
in terms of knowledge and attitude(Ahmad Shafarin et al., 2021; Junaidah
et al., 2021; Farah Adibah et al., 2021; Ahmad Shakani et al., 2021;
Muhamad Amin et al., 2021). This is to prevent dropouts and
discrimination, namely the right to study like other students(Santibuana et
al., 2021; Nor Diana et al., 2021; Zarina et al., 2021; Khairul et al., 2021;
Rohani et al., 2021). Good teacher readiness is capable of producing fun
and conducivePdP(Badaruddin et al., 2021, Abdul Rasid et al., 2021).
Purpose of the Research

This study aims to identify the relationship between the readiness of
knowledge and attitude of mainstream school teachers in implementing
PdP on students with dyslexic characteristics.
Research Questions
1. What is the level of knowledge readiness of mainstream school teachers
to implement teaching to students with dyslexic characteristics?
2. What is the level of attitude readiness of mainstream school teachers to
teach students with dyslexic characteristics?
3. What is the relationship between the readiness of knowledge and
attitude of mainstream school teachers in implementing PdP on students
with dyslexic characteristics?
Hypothesis
Ho1: There is no relationship between the readiness of knowledge and
with dyslexic characteristics.
Methodology
This study is descriptive and uses survey method. This is because of the
scope of the studymore extensive and comprehensive.In this study, the
population consists of mainstream school teachers around Alor Gajah area
only. However, this study did not involve all schools in the district of Alor
Gajah. Location selection is based on time, distance, cost and others
factors that facilitate researchers to conduct studies. Two schools were
selected at simple random with three draws from the six schools listed.
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The respondents represent teachers a diverse background subjects such as
English, Mathematics, English and Islamic Education. All respondents in
this study were trained teachers who receive formal teacher training, either
at the Institute level Teacher Education (IPG) or university.
Researchers selected 40 teachers as respondents based on the Krejcie and
Morgan (1970) Random Sample Size Determination Table. The selection
of the sample was simple random based on the list of names of teachers
given by the school. List of names merged. All respondents are represented
by numbers. Then the numbers are drawn four times with 10 numbers for
each draw. The numbers deducted were recorded to facilitate the
researcher to conduct the research
The research tool used in this study was a questionnaire. Questionnaire
instrumentadapted from the article Teachers ’Knowledge, Attitudes and
Perceptions of Inclusive Programs Special Education by Norizan et al.
(2014). Researcher only modified a few items appropriate in the
questionnaire to meet the needs of the objectives of the study, namely
togather complete and perfect information. A pilot study was conducted to
obtainconfirmation from a dyslexia specialist. The pilot study was
conducted with 30 respondents in aschools to test the suitability of items
and the language of the instrument. The instrument has been improvedhas
gained validation from a Dyslexia Specific field expert with
valueinstrument reliability of 0.81.
Questionnaires were distributed, administered and self-collected by the
researchers. The questionnaire was administered face to face. The
answered questionnaires were returned to the researchers on the same day.
The survey question is divided into three parts, namely Parts A, B, and C.
Part A is informationself-respondents, Part B is the level of knowledge
readiness of mainstream school teachers to implement PdP on students
with dyslexic characteristics, and Part C is the level of attitude readiness of
teachers in mainstream schools in implementing PdP on students with
dyslexic characteristics. Survey question for Sections B and C are using a
Likert Scale ranging from 1 to 5. All respondents understand each item
and scale found in the questionnaire.
The collected questionnaires were sorted by number and analyzed using
SPSS 22.0. The process of analyzing data involves two types of statistics,
namely statistics descriptive and statistical inference. Descriptive data
were analyzed using frequency, percentage, mean and standard deviation.
Interpretation of mean scores was divided into five scales (Tschannen
Moran and Gareis, 2004) as in Table 1.

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Table 1
Interpretation of mean score
Mean score Interpretation of
mean score
1.00 to 1.80 Very low
1.81 to2.60 Low
2.61 to3.40 Moderate
3.41 to4.20 High
4.21 to5.00 Very high
Sourse: Tschannen-Moran &Gareis (2004)
Apart from descriptive statistics, this study also measured data using
inferential statistics, i.e. Pearson correlation. Inferential statistics allow
researchers to create generalizations to the population. In this study,
Pearson correlation was used to identifytherelationship between the
readiness of knowledge and teachers' attitudes towards students with
dyslexic characteristics in mainstream schools. Table 2 shows
interpretation of the strength of the relationship between two variables
represented by certain values (Cohen, 1988; Guilford and Fruchter, 1978).
Table 2 Range Value for Relationship Strength
Correlation Interpretation
Coefficient Level
0.00 No relationship Source: Cohen
Lessthan 0.19 Very weak (1988); Guilford
0.20 – 0.39 Weak &Fruchter (1978)
0.40 – 0.69 Moderate
0.70 – 0.89 High
Findings
Over 0.90 Very high
This study involved a
total of 40 teachers in mainstream schools. The profile of the study
respondents is as shown in Table 3.
Table 3 RespondentsProfile
Frequency Percentage (%)
Gender
Male 7 17.5
Female 33 82.5
Age
26 to 35 years 12 30
Over 35 years 28 70
Teaching Experience
1 to 10 years 14 35.0
11 to 20 years 12 30.0
21 to 30 years 9 22.5
31 years and above 5 12.5
N=40
Table 3 shows that the number of females teachers 26 more than male
teachers. All study respondents were aged 26 years and above.
Respondents aged 35 years and above were the most numerous

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respondents, namely 28 people (70%). This number exceeds 16 people
compared to respondents aged under 35 years. Respondents with
experience of 31 years and above are the fewest respondents, which is 5
people (12.5%) while respondents with teaching experience of 10 years
and below are the most, which is 14 people (35%).
Research Question 1: Level Of Knowledge Readiness Of

Mainstream School Teachers To Implement Teaching
ToStudents with dyslexic characteristics
Mainstream teachers who have knowledge about dyslexia can formulate
strategies and interventions forstudents with dyslexic characteristics.
Table 4
Mean Scores and Standard Deviations of Knowledge Readiness Level
of Mainstream School Teachers Based on Subconstructs
Subconstructs Mean SP
B1 General knowledge of dyslexia 3.50 0.536
B2 Knowledge of dyslexia characteristics 3.71 0.703
B3 Knowledge of the causes of dyslexia 3.30 0.585
B4 Knowledge of learning strategies 3.75 0.450
Overall 3.56 0.443
The findings show that the average level of knowledge readiness of
teachers in mainstream schools is at a high level (mean=3.56; sp=0.443).
However, if we examine the findings of descriptive analysis according to
subconstructs as shown in Table 4, all subconstructs achieved high mean
scores except subconstruct B3, "knowledge of the causes of dyslexia" only
reached a moderate level (mean=3.30; sp=0.585).
Research Question 2: Level OfAttitude Readiness Of Mainstream

School Teachers To Teach Students With Dyslexic Characteristics
A positive attitude will affect the smoothness of the PdP process,
especially for students with dyslexic characteristics
Table 5 Level of Readiness of Mainstream School Teachers' Attitudes
Item Mean SP
C1 I like students with dyslexic characteristics. 3.45 0.749
C2 I am skilled in helping students with dyslexic
characteristicsinPdP 3.38 0.774
activities in the classroom.
C3 I feel that students with dyslexic characteristicsare more
suitable to 3.50 1.086
be taught in the Special Remedial class.
C4 I feel that the presence of students with dyslexic characteristics
does not interfere with the smoothness of my teaching in the 2.93 1.047
classroom.
C5 I am willing to use a PdP approach which is appropriate with
the 3.57 0.712
students with dyslexic characteristics.

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C6 I think all teachers in mainstream schools should be given
special 3.50 1.086
trainingto teach students with dyslexic characteristics.
C7I don’t feel burdened when teaching students with dyslexic
3.53 0.905
characteristics.
C8 I research the backgrounds of students with dyslexic
characteristics 3.28 1.037
inthe classroom.
C9 I think students with dyslexic characteristicsdo not need to study
in the Special Remedial class to promote social integration among 3.25 0.954
classmates.
C10 I am confident that students with dyslexic characteristicscan be
3.65 1.272
recovered.
Overall 3.40 0.530
The findings show that the average mainstream school teacher has a
moderate level of attitude readiness towards students with dyslexic
characteristics(mean=3.40; sp=0.530). Item C4 "I think the presence of
students with dyslexic characteristicsdoes not interfere with the
smoothness of my teaching in the classroom" is classified as the lowest
mean score. Thus, there are a handful of teachers in mainstream schools
who do not like the presence of students with dyslexic characteristicsin the
classroom. This is also evidenced by a moderate mean score (mean=3.25;
sp=0.954) on item C9 "I think students with dyslexic characteristicsdo not
need to study in a Special Remedial class completely to promote social
integration among classmates". This can also be attributed to the fact that
teachers do not know the studentsbackground based on a moderate mean
score (mean=3.28; sp=1.037) for item C8 "I researched the background of
students with dyslexic characteristicsin mainstream classes". However,
item C6 “I think all teachers in mainstream schools should be given special
training to teach students with dyslexic characteristics” and item C10 “I
believe students with dyslexic characteristicscan be recovered” show that
some teachers are positive and have efforts to improve the PdPquality of
students with dyslexic characteristics. This is evidenced by the highest
mean score, which is 3.65 on item C10.
Research Question 3: Relationship BetweenThe Readiness Of

Knowledge And Attitude Of Mainstream School Teachers In
Implementing Pdp On Students With Dyslexic Characteristics
Pearson correlation analysis was conducted to identify the relationship
between the readiness of knowledge and attitude of mainstream school
teachers in implementing PdP on students with dyslexic characteristics.
The results of Pearson correlation analysis are as in the following Table 6.

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Table 6 Relationship between the readiness of knowledge and attitude of
mainstream school teachers
Variable r Sig.
Knowledge 0.209 *0.196
Attitude
*Significance at the 0.05 level; N=40
The analysis in Table 6 shows Ho failed to reject. These findings prove
that there is no relationship between the readiness of knowledge and
with dyslexic characteristics with a value of r (38) = 0.209, p> 0.05. In
other words, teachers who have no knowledge of dyslexia will not
necessarily be negative towards the students and vice versa.
Discussion
The results show that the level of knowledge readiness of mainstream
school teachers in implementing teaching to students with dyslexic
characteristics is on average at a high level, preceded by the level of
knowledge in terms of learning strategies, dyslexic characteristics, and
dyslexic knowledge in general. However, the level of knowledge about the
causes of dyslexia only reached a moderate mean score. This indicates that
teachers in mainstream schools are prepared to deal with students with
dyslexic characteristicsbut lack knowledge of the causes of dyslexia. This
can create a negative perception of students and thus restrict student
success.
The level of readiness of mainstream teachers' attitudes towards students
with dyslexia is on average at a moderate level. The findings of the study
show that most teachers are confident that students with dyslexic
characteristics can be recovered with the highest mean score but some
teachers feel burdened. Teachers are also less skilled in helping students
with dyslexic characteristicsand make them more comfortable if the
students are not in mainstream classes. This finding is also supported by
Mohammad Azman, Roslee and Ramlah (2019) who stated that
mainstream teachers still have low levels of feelings and emotions towards
students with learning difficulties. The findings also show that mainstream
teachers do not research the backgrounds of students with dyslexia which
can cause them to be unwilling to accept students with dyslexic
characteristics to follow PdP in mainstream classes. Teachers should think
more positively towards students so that teachers do not feel burdened and
are prepared with various teaching approaches and strategies. This can
help students with dyslexic characteristics master the skills according to
their level of mastery. This statement is supported by Farhana (2019). She
added that a variety of pedagogical methods such as play while learning
techniques can increase students' interest and mastery of learning.
Furthermore, the findings of the study also show that there is no significant

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relationship between the level of knowledge readiness of teachers with the
level of readiness of teachers' attitudes. In the view of researchers, there is
no doubt that not necessarily teachers with high knowledge of dyslexia
will be positive and fully prepared in their teaching to students with
dyslexic characteristics, while not necessarily teachers who do not have
knowledge of dyslexia will not be able to implement teaching to students
with dyslexic characteristicswell. Even if they have long experience as
teachers.This finding is supported by the statement of MohamadAzman et
al. (2019) who stated that positive teacher attitudes are not influenced by
factors of knowledge and duration of teacher teaching experience.
Thus, the implications of the findings of this study can help teachers to
better know and understand students with dyslexic characteristics. This can
reduce teachers' negative responses to them. Teachers need to take the
initiative to add knowledge through pedagogical courses to teach students
with learning difficulties such as students with dyslexic characteristicsto
be better prepared during PdP sessions without compromising their right to
learn. Based on the findings of the study in determining the level of
attitude readiness, mainstream teachers require specific training to teach
students with dyslexia. This indicates a good sign in ensuring that students
with dyslexic characteristics do not continue to drop out.
These findings provide information to the MOE in improving the content
of teacher pedagogy courses in mainstream schools on how to deal with
students with learning difficulties, especially students with dyslexic
characteristicsin mainstream classes. This course can help teachers to be
better prepared mentally and physically in order to be positive towards
students who need special teaching in mainstream classes, in line with the
goal of PPPM 2013-2025, which is to place 75% of students with special
needs to follow learning in the mainstream in 2025 (MOE, 2013).
Therefore, the researchers suggest that further studies involving larger
sample sizes be conducted so that the results are more comprehensive.
Researchers also suggest that further research be done in identifying the
challenges and views of mainstream school teachers in dealing with
students with dyslexic characteristics in mainstream classrooms. This can
help MOE improve education policy that involves students with learning
difficulties such as students with dyslexia, in line with the principles
practiced by MOE, namely the principle of democratization of education
and education for all (MOE, 2018).
Conclusion
Lack of knowledge readiness about dyslexia can lead mainstream school
teachers to go wrongresponses to students with dyslexic characteristics.
Teachers who have a readiness of attitude, are capable be positive in
planning and implementing PdP activities for dyslexic students. Yet
knowledge and attitude are not the dominating factors of sustainability
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effectiveness a PdP session of students with dyslexic characteristics.
Mainstream school teachers need to be given access to in-service training
on dyslexia so that teachers’ knowledge and skills can improved.
Indirectly, this situation can result in quality and conducive teaching for
students with dyslexic characteristics.
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