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Practitioners' perceptions of dyslexia and approaches towards teaching learners with dyslexia in adult literacy classes

This paper challenges the assumption that teacher education graduates are ‘ready to teach’ which is often premised on teacher education programmes content rather that the attitudinal readiness of trainee teachers. It argues that exposure to theories of dyslexia does not necessarily prepare trainees for teaching learners with dyslexia and concludes that it is the limited understanding of dyslexia that renders trainees unprepared for teaching learners with dyslexia. Evidence from the research should alert teacher educators to the limitations to the current structure in terms of preparing trainees for teaching learners with dyslexia.